Manual 

FOR 



Georgia Teachers 




t^ 



Publtahed by 

State Department oi Education 

M. M, PARKS, SuperintcndeDt 




Book -Q^Ay^ 



MANUAL 



FOR 






Georgia Teachers 




THIS MANUAL SHOULD BE PRESERVED. 

When not on the teacher's desk and in actual use it 
should be in the office of the Board of Education of 
County. 



1922 

Byrd Printing Co. 

State Printers 

Atlanta, Ga. 



" LIBRARY OF CONGRESS j 
ReCElVED * 

MAR 2 1924 i 

\ DOCUMENTS PlV<SION } 






PREFACE / 

The first Georgia Manual was published in 1902; the second in 1911- 
ttie third;, in 1916; the fourth, in 1921. Each edition was reprinted as 
needed to supply the demand from year to year. 

This number is a re-print of the excellent edition of 1921, which was 
edited by the former State Superintendent of Schools, Dr. M. L. Brittain. 

At the end of this volume, I have added an article on "Sug-g-estions for 
the Teachers' Library." 

Many teachers have come from college without a sufficient knowledge 
of the professional literature available for teachers. Many other teachers 
have never been to college or normal school. To all such teachers it is 
hoped that these suggestions will prove helpful. 

Superintendents should lend every encouragement to teachers for im- 
provement through training for service by reading the following: 

1. The Georgia Manual, 

2. One or more teachers magazines, 

« 3. The books in the Reading Course for Georgia Teachers. 
4. Some of the books found in the list of suggestions for 
the Teachers' Library. 

There is today a tragic waste in education. Often, there is too 
much time spent in tedious teaching and talking — precious time that 
ought to be used by the student in reading and learning how to use 
books. It is a reflection on our educational system when we find so 
many graduates of high schools and colleges lacking in the love of read- 
ing or the habit of reading, and often lacking in the ability to find the 
proper book to help them continue their educational and professional de- 
velopment after leaving school. That person (it matters not how many 
honors or degrees the person has) is not well educated who has not 
formed a habit of continued and skilful use of books after leaving school. 

TRAINING TEACHERS IN SERVICE. 

Fortunate is the teacher who has- had the opportunity of going to 
college or normal school or summer school; but in the absence of such 
a privilege, it is a mistake to neglect the glorious opportunity of grow- 
ing in service. 

Abraham Lincoln 'never attended college or high school; and yet 
he could write and speak and influence his generation better than an.v 
college graduate of his time. Joel Cliandler Harris, Georgia's most famous 
writer, received his education from the library on the Turner plantation 
in Putnam County. Henry Ford and Thomas A. Edison never attended 
a high school, but they learned in the school of experience; they learned 
from people and from books and from experin>entation; they learned 
by doing. 

Rockefeller never studied in a school of commerce, and yet he 
learned business in the business world. Shakespeare knew little Latin, 
and less Greek, and yet somewhere he learned to write better than any 
scholar of his country. 

So, the teacher, although unable to go to college, yet can learn to 
teach in service by study and supervision. It is a great mistake for a 
teacher in service to grow discouraged or stop growing merely because 
there is not the time or money, or opportunity to go to college. 

/STUDY AT HOME. 
^ ncourage such teachers to work and grow at home is the object 
of this article. The colleges are publishing good books. Get them. 
Use them. Bring the benefits of college to your own door. So I claim 
much good training of teachers can be done in service with a little skill- 
ful suggestion and supervision and encouragement. And much must 
be, done in service because the colleges cannot properly train one-third of 
the 16,000 teachers needed in the Georgia schools. Many teachers haven't 
the money for the long college course which is often expensive, and too 
little related to the practical work of the schools; besides the State 
hasn't enough funds to give an expensive college course to every teacher. 
Hence, on account of lack of funds and on account of lack of proper 
adjustment, we cannot depend upon the colleges for training even one- 
third of our teachers, we must earnestly and sympatheticalJv help thou- 
sands of our teachers to help themselves, i. e., help them to educate 
themselves wlnilo tlioy nro tfachintr. 



DEVELOPMENT THROUGH EXPERIENCE 

Tllie ordinary college graduate, without experience or professional 
tcaining, is not fully equipped to teach, any more than the ordinary col- 
lege graduate without experience is fit to run a bank, or a hospital, or a 
farm or a store. In order to be a good teacher, the college graduate needs 
a closer contact with the children and with the actual school and com- 
munity problems. 

The banker largely gets his training in the bank; the merchant, in 
the store; the farmer, on the farm; the lawyer, in the courthouse. Like- 
wise, we should recognize that the teacher gets much valuable training 
in the schoolroom, from experience, from supervision, from textbooks 
and from professional books. By contact with the children and with other 
teachers, and by help from the teachers' library, the teacher of good 
ability can grow great in actual service. 

BETTER SCHOOLS THROUGH BETTER TOCHERS. 

The most important factor for making a good school is the good 
teacher (not a mere scholar, or bookworm, or pedant, but a well informed, 
professitinally trained, wide awake, reading, growing, tactful, inspiring 
teacher) — a teacher who awakens the interest of the pupil and by skil- 
ful suggestion and organization manages to aid the development of 
the child largely through his own self-activity. To secure better schools 
we must have an increasing number of good teachers — teachers capable, 
trained, unselfish, patriotic, cooperative and full of the^ spirit o# work 
and service. 

The number of good teachers can be increased by better salaries, by 
a system of promotion of capable and trained and growing teachers, 
by better supervision, by more professional courses in our colleges, and 
especially by a better encouragement for the training of teachers in 
service under supervision and by the study of books on teaching. 

MORE TRAINED TEACHERS/URGENTLY NEEDED. 

As an educator of long experience, I am unhesitatingly calling at- 
tention to the need of more trained teachers (trained in college and in 
service), and at the same time sympathetically trying to point the 
way for improvement in a constructive manner and by an economical 
method. I liope these suggestions will prove helpful to many of our 
ambitious tefichers and superintendents, and will meet witli a kind recep- 
tion from all who wish to see better teaching in all of our schools, in 
the primary grades, in the high schools, in the colleges and universities. 

Trusting that each year more attention may be given to the training 
of teachers in service, through experience, througli supervision and 
through the use of the Teachers' Library, I am, 

Cordially yours, 

M. M. PARKS, 
State School Superintendent. 



I'. S. The Elementary School Teachers in Georgia especially are urged, 

1. To emphasize better work in teaching Reading (oral and silent). 

2. To emphasize more thorough teaching of Arithmetic (especially 
Addition, Subtraction, Multiplication. Division, Simple Fractions, Dec- 
imals). 

3. To emphasize the teacliing of Morals and Manners, Health, Thrift 
and Citizenship. 

4. To read the books in the Reading Course for 1923. (See next page). 

5. To read additional books and periodicals. (See this pamphlet). 

6. To cooperate loyally with school officials. 

To visit the parents of children. 

To take a personal interest in each child in school and out of 
school. 



TABLE OF CONTENTS 



Health Manual : 7 

Reading 51 

Spelling 76 

Writing 89 

Arithmetic 96 ^ 

Geography 105 

Language Lessons and Composition 117 

History 130 

Physiology and Hygiene 143 

Physiology 1 50 

Lessons in Civics for the Pfimary Grades 154 * 

Nature Study and Agriculture 164 

Agriculture 167 

Home Making in the Elementary Schools 170 

The High School 1 74 

Vocational Agriculture 209 

Vocational Education 2i8 

Vocational Home Economics for High Schools 226 

General Home Economics for the High School 234 

The History and Principles of Education 236 

Special Days 247 

Books Adopted for Primary and Grammar Grades 262 

Minimum State Course for Elementary Grades 264 

What an Eighth Grade Pupil Should Know 269 



TABLE OF CONTENTS— Continued 

School House Construction 270 

System of Certification 280 

Plan for Teacher-Training Classes in High Schools 285 

The Standard Rural County School 289 

Educational Tests (Adapted) 291 

School Libraries 294 

Suggestions for the Teachers' Library 297 



HEALTH MANUAL 

BY 

Dr. Dorothy Bocker and Miss Lurline Parker. 



AN ACT 

To provide physical education and training for pupils in the common, 

State and all other public schools of Georgia, supported wholly or in 

part by the State, and to insure better cooperation between the educa- 

• tional authorities and the health authorities of this State, prescribing 

the methods of carrying the same into effect. 

Section i. Be it enacted by the General Assembly of the State of 
Georgia, and it is hereby enacted by the authority of the same, that the 
Georgia State Board of Education shall prescribe a course of study 
in Physical Education for all common schools of the State, and shall fix 
the time when said courses shall go into effect. This course shall occup} 
periods totaling not less than thirty minutes each school day which 
shall be devoted to instruction -in health and safety, to physical exer- 
cises and to recess play under proper supervision. 

A manual setting out the details of said course of study shall be 
prepared by the State Superintendent of Schools in cooperation with the 
State Board of Health and State Board of Education of Georgia, and 
such expert advisors as they may choose. Said manual when published 
shall be sent by said State Board of Education to the teachers of the 
common schools in the State of Georgia. 

Section 2. The curriculum of all State Normal Schools of Georgia 
and of all other institutions in the State supported wholly or in part 
by State funds having special courses adopted for the preparation of 
teachers, shall contain one or more courses in physical education and 
after the first day of Jul}', 1921, each person graduating from a teacher's 
course in any of these institutions shall have completed one or more 
courses in physical education. 

Section 3. County Boards of Education of cities and of graded com- 
mon school districts may employ supervisors and special teachers of 
physical education in the same manner as other teachers are employed, 
provided they possess such qualifications as the State Board of Educa- 
tion may prescribe. 

The Board of Education of two or more school districts, city, graded 
school or county may jointly employ a supervisor or special teacher of 
physical education. The Board of Education may allow the use of 
school buildings or school grounds after the regular school hours and 
during vacation as community centers for the promotion of play and 



8 Manual for Georgia Teachers 

other healthful forms of recreation, under such rviles and regulatiooe 
as to them seem proper. 

Section 4. All laws in conflict with this Act are hereby repealed. 

Aim of Manual. 

The aim of this manual is to supply a plan of instruction in physical 
education, and to give definite material for carrying out this plan, to 
the teachers of the State of Georgia. The physical education law, 
which is given above, makes definite demand for the placing of physical 
education in the curriculum. It is with the idea that the teacher will 
need aid in carrying out the provisions of the law, that this manual Is 
prepared. 

The minimum requirements only are considered, and it is hoped that 
the manual will be used rather as an outline of the required work than 
as a complete text book on the subject. A list of references is given 
and as free a use of these may be made as is consistent with the initial 
thorough handling of the prescribed material herein given. 

DIVISION OF PUPILS INTO GROUPS. 

For practical purposes the student body has been divided into three 
groups, special work being arranged for each group. GROUP I ; 
Primary through third grade (if the fourth grade group is small, 
through the fourth grade.) GROUP II; Grammar through seventh 
grade. GROUP III; High school through eleventh grade. 

Time Divisions. 
GROUP I. 

9:00- 9:10 — Hygiene, inspection, clubwork, posture. 
10:00-10:02 — Two minute drill. 
10:00-10:35 — Recess. 

11:00-11:15 — Formal gymnastics (mimetic exercises). 
2:00- 2:15 — Games. 

GROUP II. 

9:00- 9:10 — Hygiene, inspection, clubwork, posture. 
10:00-10:02 — Two minute drill. 
10 :20-io :35 — Recess. 
1 1 :oo-i I :iO — Formal gymnastics. 

2:00-2:10 — Formal gj^mnastics, games, athletics, folk dancing. 

3 :oo- 3 :02 — Two minute drill. 

GROUP III. 

Hygiene, inspection, posture for one or two mornings a week; on 

the other mornings First Aid. 
One period of 30 minutes a day devoted to gymnastics; 15 minutes 

formal gj'mnastics and games and athletics or Folk dancing. 

15 minutes. 



70 






50 





40 




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30 



A F B E a H 



20 



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Physical Examination 9 

PHYSICAL EXAMINATION. 
Vision. 

In testing vision the Smelling Vision Chart, herewith reproduced, is used. 
The page may be mounted on card board or a copy may be purchased 
of F. A. Hardy & Co., Atlanta, Ga., at a cost of $0.30, or John Moore 
& Sons, Wholesale Opticians, Macon, Ga., at a cost of $0.15. 

Hang the chart on the wall at a level with the pupil's eyes, be sure 
the light is good, no shadows, nor window from which the light shines 
directly into the eyes; when not in use, turn the chart face to the wall 
so that the children do not memorize the letters; in this connection, it 
is well not to let the children read the letters in sequence. 

It is not necessary to have the child read more than two letters at 
first. If he does not read these correctly let him read the whole line. 
A child should be able to read at least six out of eight. It will often 
be found that incorrect reading is due to a lack of knowing the letter 
or of carelessness, rather than to a defect of the eye. It is not necessary 
to examine the children singly — they may be placed in a row of seven 
or eight, twenty feet distant from the chart Each eye is examined 
separately, the unused eye being covered with a card held in front 
of the eye or covered with the hand; as soon as a child has had his 
turn he must be told to put the hand down at the side, otherwise it 
will be found that he will press the hand against the eye so firmly that 
the vision will be blurred; if his hand comes down as soon as he has 
finished, any blurring will have vanished by the time his turn come? 
again. If a child cannot read at least six out of the eight letters of the 
line, he is told to read the line above and so on until he meets the re- 
quirement. Occassionally it will be found that a child can distinguish 
nothing but the number of fingers held up at the distance of twelve 
inches or less, or even that he can only distinguish light and darkness. 
Children that wear glasses should be tested wearing them; this will 
give information as to whether the glasses meet the child's needs. 

To record — Use V if the child can read 20 foot line at a distance 
of 20 feet; use X '^ child cannot do this, XX i^ vision is very poor. 

Where defects of vision have been discovered, the teacher institutes 
two plans, the immediate one of placing the child in a seat near the 
blackboard and where he will get sufficient light on his work, relieving 
him of all but the most necessary close work, remembering that his 
faults in spelling, reading, etc., may be due to poor eyes and not to 
plain ignorance; her second plan is to notify the parents, i.e., start her 
follow-up work by sending the card (also containing a list of the child's 
other defects), by speaking with the pupil, by speaking with the parent, 
and again by bringing the matter to the pupil's attention at frequent 
intervals. 



10 



Manual for Georgia Teachers 



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Incorrect posture 
(Weak or fatigue 
posture) T^ neck 
and trunk form a zig- 
zag line. 



Correct posture 
(Strong, healthful, 
beautiful and effi- 
cient) The neck and 
trunk form a straight, 
-vertical line. 

DRAWINGS ILLUSTRATING POSTURE 



Exaggerated posture 
(Rigid, ugly and in- 
correct) This pos- 
ture can be held only 
for a short time with 
great effort. 



From photographs furnished by the American Posture League, Inc. 



Physical Examination 11 



Ears. 



To test hearing, a watch is used; this is best if of the loud-ticking 
IngersoU type. Such a watch should be heard at the distance of a yard. 
The hearing of one ear should be tested at a time. The tip of the 
index finger on the same side as the other ear, being pressed against 
the small inner lobe of the ear — thus shutting the outer orifice. The 
children stand in a row — as many as 12 to 14 of them in the above 
described position; the teacher walks down the row holding the watch 
at the distance of a yard from the unobstructed ear. The children 
are cautioned to listen carefully and not to say "yes" unless they really 
hear the watch. If in doubt, the teacher may have the child close his 
eyes, and then answer whether he hears the watch as the teacher varies 
the distance abruptly from beyond hearing distance to a short distance 
from the ear. 

Teeth. 

It is both easy and very necessary for the examiner to have a definite 
knowledge of the condition of the child's teeth. If the child needs 
any dental work mark X > if the teeth are in very poor condition mark 
XX' if the teeth need no dental work mark V- 

Chest Expansion. 

The children remove their coats, sweaters, etc. They march in a 
line to the teacher who is standing in a convenient well-lighted place. 
She places an ordinary tape measure around the child's chest on a 
level just over the lower angle of the scapulae (the shoulder blades) 
posteriorly, and level with the nipples, asteriorly. The child takes a 
deep breath, the teacher noting the number of inches; then the child 
exhales violently, the teacher again noting the number on the tape 
measure; the difference between the two numbers represents the chest 
expansion. 

In this method, the child is permitted to throw back the shoulders 
and to use the large shoulder, chest and upper back muscles that are 
attached to the upper chest — the accessory muscles of respiration. 

Other things being equal, chest expansion in children furnishes an 
excellent index as to the condition of the lungs. 

Posture. 

Good posture is important from the psychological and artistic aspect 
as well as from the pure health aspect. The high heart always seeks 
an upright posture; the very word "upright," descriptive of a physical 
position, is also descriptive of a moral attribute. 

Aside from both the psychological and artistic value, good posture 
has a definite health value. The thoracic cavity contains organs which 



12 Manual for Georgia Teachers 

need plenty of room for maximum efficiency; to get a thorax of maxi- 
mum size, correct posture is essential. The abdominal cavity con- 
tains organs which are very prone to suffer from ptosis, to avoid this 
the lumbar spine cannot be exaggerated in its forv^ard convexity, and 
the abdominal muscles must be firm and in a tonic state of contraction ; 
these two are only possible where there is good posture. The feet, 
contrary to much erroneous teaching, are most hygienically placed, 
when they are held parallel about two or three inches apart, and used 
in a straight-ahead and not toeing-out manner when walking. The 
pelvis should not be tipped at too great an angle; it furnishes a basis 
for the support of the spinal column. 

The thoracic spine is the part usually affected by poor posture, and 
a condition of round shoulders (kyphosis) ensues. Round shoulders 
should be corrected only after the rest of the standing position has been 
changed; they should never be corrected in the manner usually used, 
"Put your shoulders back" or "Put your shoulders down." Correct 
the position OF THE UPPER BACK BY EMPHASIZING HOLD- 
ING THE CHEST WELL FORWARD and making it as broad as 
can be. The shoulders themselves are mere appendages of the trunk 
and as such should be let alone; it is the trunk and not its appendages 
that concerns us most closely in the matter of posture. Finally, the 
knees are held stiff and the head is held up so the neck is pressed 
against the collar band (or an imaginary collar band). 

Frequently right-handed people will be found to have the right 
shoulder lower than the left and the right hip higher than the left, a 
lateral deviation of the spine which is known as scoliosis. Record good 
posture with V ; poor posture \; and bad posture XX 

Height and Weight. 

Perhaps the most important part of the physical examination that 
the teacher gives, is the taking of the height and weight and com- 
paring them with the standard. It is easy to get the height; simply 
tack two tape measures to the wall, one above the other in a vertical 
position; the second upside down. To get the weight, a balance scale 
is necessary. Direction for weighing children are unnecessary, as 
every teacher is familiar with the procedure. 

Accompanying will be found a scale of heights and weights for boys 
and a similar one for girls, listed according to ages. A part of the 
taking of height and tveight is marking the child's standard weight 
for his given age. 

A child whose muscles are flabby, and who does not gain in weight 
continuously, even though moderately, is suffering from malnutrition 
and needs special advice and supervision of the diet. 



10 
16 
19 
22 
26 
30 
35 
39 
43 
47 
52 
57 
62 
67 
72 
77 



18 
frs. 



IOC. 
Ill 
116 
119 
122 
125 
128 
130 
134 
137 
140 
144 
149 



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REMARKS: 























































































































































































































































































































































































































































































































































































































































































































































































































































































































































































































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, 











































































































































































































































































































State Board of Health — Division of Child Hygiene — Atlanta, Ga. 

Physical Examination Blank may be_^obtained from the above address, free. 



Weights and measures should be taken without shoes and in the usual indoor clothing, 
on the same date each month. Compute age at nearest birthday. 

HEIGHT and WEIGHT TABLE for BOYS. 



Weigh 



Height 
Inches 



39 

40 

41 

42 

43 

44 

45 

46 

47 

48 

49 

50 

51 

52 

53 

54 

55 

56 

57 

58 

59 

60 

61 

62 

63 

64 

65 

66 

67 

68 

69 

70 

71 

72 

73 

74 

75 

76 



5 
Yrs. 



6 
Yrs. 



7 
Yrs. 



8 
Yrs. 



9 
Yrs. 



10 
Yrs. 



44 
46 
47 
48 
50 
52 
55 
57 
59 
61 
63 
66 



11 
Yre. 



57 
69 
61 
64 
67 
69 
72 
75 
79 
82 
85 
88 
92 
95 
100 
105 



12 
Yrs. 



13 
Yrs. 



93 

97 

102 

107 

113 



14 
Yrs. 



71 

74 

77 

81 

84 

87 

90 

94 

99 

104 

109 

115 

120 

125 

130 

134 

138 



15 

Yrs. 



16 17 
Yrs. Yrs. 



78 

82 

85 

88 

92 

97 

102 

106 

111 

117 

122 

126 

131 

135 

139 

142 

147 

152 

167 

162 



86 
90 
94 
99 
104 
109 
114 
118 
123 
127 
132 
136 
140 
144 
149 
154 
159 
164 
169 
174 



91 
96 
101 
106 
111 
116 
119 
124 
128 
133 
137 
141 
145 
160 
155 
16C 
165 
170 
175 



97 
102 
108 
113 
117 
120 
125 
129 
134 
138 
142 
146 
151 
156 
161 
166 
171 
176 



Prepared by Dr. D. T. Wood for the Child Health Organization. 

HEIGHT and WEIGHT TABLE for GIRLS. 



Height 
Inches 



39 

40 

41 

42 

43 

44 

45 

46 

47 

48 

49 

50 

51 

52 

53 

54 

56 

56 

67 

58 

59 

60 

61 

62 

63 

64 

66 

66 

67 

68 

69 

70 

71 

72 



5 
Yrs. 



6 
Yrs. 



7 
Yrs. 



8 
Yrs. 



9 
Yrs. 



10 
Yrs. 



11 12 
Yrs. Yrs. 



13 
Yrs. 



56 
58 
60 
63 
66 
68 
71 
74 
78 
82 
86 
90 
94 
99 
104 
109 



61 

64 

67 

69 

72 

76 

79 

83 

87 

91 

95 

101 

106 

111 

116 

117 

119 



14 
Yrs. 



70 

73 

76 

80 

84 

88 

93 

97 

102 

107 

112 

117 

119 

121 

124 

126 

129 



15 
Yrs. 



16 
Yrs. 



77 

81 

85 

89 

94 

99 

104 

109 

113 

118 

120 

122 

126 

128 

131 

134 

138 



90 
95 
100 
106 
111 
115 
119 
122 
124 
127 
130 
133 
136 
140 
145 



17 
Yrs. 



91 
96 
102 
108 
113 
117 
120 
123 
126 
128 
132 
135 
138 
142 
147 



Prepared by Dr. D. T. Wood for the Child Health Organization. 



98 
104 
109 
114 
118 
121 
124 
127 
129 
132 
136 
139 
143 
148 



18 
Yrs. 



110 
116 
119 
122 
126 
130 
136 
139 
143 
147 
152 
157 
162 
167 
172 
177 



18 
Yrs. 



10(i 
111 
116 
119 
122 
125 
12S 
130 
134 
137 
140 
144 
149 



14 Makual for Georgia Teachers 

In addition to all of the above, a teacher can readily learn to detect 
Pediculosis (head lice), Scabies (the itch), and Tenia Circinata (ring 
worm). Unusual skin conditions should be noted. 

If child suffers from several of the following symptoms he should 
be excluded from school. (lO minutes daily.) 

(i) Headache, (2) Sore Eyes, (3) Inflamed Eyes, (4) Running Eyes, 
(5) Sore Throat, (6) Frequent Coughing, (7) Earache, (8) Dizziness, 
(9) Chills, (10) Eruptions, (i) Breathlessness (with no apparent 
cause), (12) Acute pain, (13) Sneezing, (14) Running Nose, (15) 
Fever, (16) Nausea, (17) Vomiting, (18) Lassitude, (19) Rapid 
Pulse, (20) Convulsions, (21) "Fit," (22) Fainting. 

The teacher should know and teach the sources, dangers and pro- 
phylaxis of Hookworm, Malaria, and Typhoid Fever. There are few 
districts in Georgia that are not affected by one or more of these. 
Literature on these subjects may be obtained from the State Board of 
Health, Atlanta, Ga. Physical examination blanks and follow-up cards 
may be obtained without cost from the Division of Child Hygiene, 
State Board of Health, Atlanta, Ga. 

MORNING INSPECTION AND HEALTH CLUB WORK. 

Object: To promote good health, by inculcating habits of care of the 
body. (10 minutes daily). 

Method: Various methods may be employed. Emphasis should be 
placed on the habitual practice of the rules of healthy living. Health 
work is not limited to the four walls of the class room. Active co- 
operation of all agencies that effect the health of the school children, 
must be sought. 

Group I. Time should be devoted to promotion of health habits 
without emphasizing the reasons therefor. Practical illustrations from 
daily life, together with stories, should be largely used here. The 
teacher may ask questions on a typical daily inspection, and have 
children respond in various ways, as standing, showing of hand, teeth, 
etc. This work shall be correlated with the state adopted text, ''Keep 
Well Stories for Little Folks," Jones. 

Group 2. Instruction from the text, 'Trimer of Hygiene and Sani- 
tation," Caldwell and Ritchie, should be applied in daily practice. 
Result of instructions should be tested by inspection and questions. To 
inculcate health habits some form of morning inspection is essential. 
This may be in the form of any of the following methods given below. 

Group 3. Instructions from text, "Healthy Living," Winslow; as 
per Group 2. 

Following is a simple Health Club described in "Teaching Health," 
Dept. of Interior, Bureau of Education, Washington, D. C. 



Physical Examination 15 

Hunterdon County Health Club. 

1. Each room elects its own officers, one a month, whose duties 
shall be: 

1. To keep the school room well-aired. 

2. To keep the school room clean. 

3. To keep the school grounds clean. 

4. To keep out-buildings clean. 

5. To assist in making the daily inspection. 

2. Chief pupil officer asks daily inspection questions. Each pupil 
scores one point when he answers "yes" to a question. The secretary 
keeps a record of points scored. 

3. The daily inspection. 

1. Did you wash your face, hands, nzck and ears before coming 
to school? 

2. Did you brush your teeth last night and this morning? 

3. Are your finger nails clean? 

4. Did you do without tea and coffee yesterday? 

5. Did you sleep with your windows open last night? 

6. Did you comb and brush your hair before school? 

7. Did you try to sit, stand and walk correctly yesterday? 

8. Did you keep your desk and surroundings in order yesterday? 

9. Did you drink eight glasses of water yesterday? 
10. Have you a clean handkerchief? 

ri. Did you use your own drinking cup yesterday? 
12. Did you sleep without a pilloiv last night? 

4. Weekly inspection. 

1. Did you use your own towel every day last week? 

2. Did you take at least three baths last week? 

(Other questions in regard to local needs may be added.) 

5. The health club may be a feature for week-end meetings, using 
compositions on special health topics, reports, readings, and dramatics 
concerning health, with occasional exhibits. 

Helpful Material~"Cho Cho and the Health Fairy," Child Health 
Organization, New York City; "Child Health Alphabet," Child Health 
Organization, New York City; "The Health First Reader," Strobridge 
Lithographing Co., Cincinnati, Ohio; "Teaching Health," Government 
Printing Office, Washington, D. C; "How to Live Long," Metro- 
politan Life Insurance. 

n. The Modern Health Crusade. 

This is an aid in translating knowledge of the fundamentals of 
hygiene into practice, bringing as it does, a distinct influence serving 
to re-inforce the established courses in hygiene, physiology, physical 



16 



Manual for Georgia Teachers 



training and sanitation. It does not conflict with such courses, bui 
adds vitalitj' by supplying the will to do, the indirect motive — until 
the daily practice of the laws of health become habitual. (See ap- 
pended chart.) Further information may be obtained from director 
Modern Health Crusade, Raoul Foundation, State Board of Health, 
Atlanta. 

Statement of Chores. 

1. I washed my hands before each meal today. 

2. I washed not only my face but my ears and neck and I cleaned 
my finger nails today. 

3. I kept fingers, pencils and everything likely to be unclean or 
injurious out of my mouth and nose today. 

4. I brushed my teeth thoroughly after breakfast and after the 
evening meals yesterday. 

5. I took ten or more slow, deep breaths of fresh air today. I 
was careful to protect others if I spat, coughed or sneezed. 

6. I played outdoors or with windows open more than thirty 
minutes today. 

7. I was in bed ten hours or more last night and kept my win- 
dows open. 

8. I drank four glasses of water, including a drink before each 
meal, and drank no tea, coffee, nor other injurious drinks today. 

9. I tried hard today to eat only wholesome food and to eat 
slowly. I went to toilet at my regular time. 

ID. I tried hard to sit up and stand up straight; to keep neat, 
cheerful and clean minded; and to be helpful to others. 

11. I took a full bath on each of the days of the week that are 
checked (V)- 

FIRST WEEK 



Sunday 


Monday 


Tuesday 


Wednesday 


Thursday 


Friday 


Saturday 



































































^- — 






























































_ 














1 









Physical Examination 1"/ 

TWO MINUTE DRILL. 
GROUP I. 

First Term. 

1. Stretching. 

2. (a) Flexion and Extension of fingers, 
(b) Shaking the wrists (hands). 

3. Marching. 

4. Breathing. 

Second Term. 

1. Stretching. 

2. (a) Arm Raising, 
(b) Above in rhythm. 

3. Marching. 

4. Breathing. 

explanatory- 
Stretching. 

This is a simple form or relaxing ex&rcise which is used at the be- 
ginning of the Two Minute drills throughout the various groups. Take 
a deep breath, bend the elbows, keeping them close to the sides, hands 
touching shoulders, then stretch the arm out sideways, or one forward 
and one back or sideward-upward. This is the ordinary stretch that 
is usually accompanied by a yawn, and should be done without count, 
slowly and informally. 

Flexion and Extension of the Fingers. 

Close and open the fingers forcibly with arms in following positions: 
arms hanging at the sides, then arms horizontal, then overhead, etc. 
Ten times in each position. 

Shaking the Wrists (Hands). 

Place arms in above described positions and shake the hands vigor- 
ously, trying to limit the motion to the wrists; ten counts in each 
position. 

Marching. 

About room; alternate lines face the rear of the room so that tTie 
children may form one continuous line marching down each aisle; the 
line to the left faces front and leads around the room; stop when 
back at own place. 



Physical Examination 19 



BOEATHING. 



With hands on hips for the first term and with hands on shoulders 
for the second term; the object is to get the children to take long, slow 
deep breaths ; the teacher counts ten as the diildren inhale and counts 
ten as they exhale. 

Arm Raising. 

From a good upright position; raising the arms sideward to shoulder 
level, palms down; then return to starting position. 

In Rhythm. 

The above exercise to count; One, the arms go out; Two, they go 
down; Three, up and so on to eight or sixteen counts. 
(All window^s open, all coats and sweaters removed.) 

GROUP II. 

First Term. 

1. Stretching. 

2. (a) Arm stretching, 
(b) About face. 

3. Hopping. 

4. Breathing. 

Second Term. 

1. Stretching. 

2. (a) Arm stretching, 
(b) About face. 

3. Hopping. 

4. Breathing. 

EXPLANATORY- 
STRETCHING— (As IN Group I.) 

Stretching. 

Starting positions taken on the command, One! This is arms up- 
ward bend, hands at sides of shoulders, elbows bent and well down at 
the sides. Two! The arms are stretched sideward as far as they will 
go, at shoulder level, with the palms down. Three! The arms are again 
returned to the starting position; the procedure is to continue through 
sixteen counts. The children should be told what exercise is to follow 
before the initial count is given. 

Arm stretching is with arms sideward, or upward, or downward, or 
backward, or diagonally upward (sideward-upward). For the first 



-^ Manual fok Georgia Teachers 

term this is stretching with both arms sideward, upward, forward, etc. 
For the second term the arms go in different directions, the teacher 
giving the initial cue as to direction and then counting as the exercise 
is done in series. 

About Face. 

Carry the toe of the right foot about a half foot length to the rear 
and slightly to the left of the left heel without changing the position 
of the left foot; face to the rear turning to the right on the left heel 
and the right toe; place the right heel by the side of the left. As the 
turn is made the heels will come together. 

Hopping. 

Place the right foot to the right, throw the entire weight upon it 
suddenly, at the same time lifting the left foot off the ground. The 
shift of weight is made with a leap. It is really a "Step, Hop." Do 
this in place, hopping from left to right and right to left eight times 
the first term. For the second term, go forward three or four times, 
then face to the rear and go back to place in the same way. 

Breathing. 

Deep breathing with arms raising sideward, shoulder level, as the 
child inhales, and arms sinking back to the sides as the child exhales. 
This is done in the first term. The second term the child breaths 
in a similar manner, except that the arms are raised sideward-upward. 

(All windows open, all coats and sweaters removed.) 

GROUP III. 

First Term. 

1. Stretching. 

2. (b) Arms forward — Stretch! From the position of hands on hips, 
(b) Left (R) knee, and right (L) heel — Raise! 

3. Jumping. 

4. Breathing. 

Second Term. 

1. Stretching. 

2. (a) Arms sideward and left (R) leg sideward — Raise, 
(b) Above in rhythm. 

3. Jumping to stride standing position. 

4. Breathing. 

EXPLANATORY— 



Physical Examination 21 

STRETCHING ~(As in Group I.) 
Arms Forward-Stretch. 

As in Group II except that in the starting position the hands are 
placed on the hips with the thumbs pointing backward. 

Left (R) Knee, and Right (L) Heel — Raise. 

This is taken with the hands on the hips above; the bent knee is 
brought up to a right angle, while the right heel is raised from the 
floor; this is a difliicult balance movement and should be done slowly 
to command, at first, and then to slow counting. 

Jumping. 

The feet are brought to stride position (that is about fourteen inches 
apart), and then in the second jump they are brought back to the 
starting position. At first this exercise is to be done to command and 
then later it may be done to count. In the second term this may be 
speeded up until the children do it as quickly as the teacher can count. 

Breathing. 

Deep breathing with arm raising forward, swinging them sideward 
and inhaling; letting them sink to the sides and exhaling; this should 
be done slowly to three counts. In the term the breathing is ac- 
companied by raising the arms forward-upward. 

(All windows open, all coats and sweaters off.) 



32 Manual for Georgia Teachers 



GYMNASTIC LESSONS 

GROUP II. 

Lesson I. 

MARCHING— 

Attention. 
Parade rest. 
Facing 

Right, Left, About, Half face. 
Stepping 

Forward, back side, guiding. 
Marching 

Forward, backward, guiding and halting. 

MASS DRILL— 

(a) Arms forward — Raise! 
Position ! 

(b) Hips firm — Deep knee-bend! 
Position ! 

(c) Arms upward — Bend! Trunk forward — Bend! 
Position ! 

(d) Arms sideward — Raise! Trunk forward — bend and left for- 

ward — Lunge ! 
Position ! 

SPEED EXERCISE— 

Double time marching around room (this is run, coming in course 
of marching). 

BREATHING— 

Arms sideward raise — inhale! Arm down — exhale! 

Lesson II. 

MARCHING— 

As previously. 
Column right (left). 
Mark time. 

MASS DRILI^ 

(a) Arms sideward — Raise! 
Position ! 

(b) Hips — Firm! Deep knee — Bend! 
Position ! 



Gymnastic Lessons 2S 

(c) Arms sideward — raise and trunk to left — Twist! 
Position ! 

(d) Arms sideward — raise, trunk left twist and left sideward — Lunge! 
Position ! 

SPEED EXERCISE— 
Double time marching. 

BREATHING— 

Arms sideward — Raise — Inhale; sideward downward — Sink — Exhale! 

Lesson III. 

MARCHING— 

As previously. 

MASS DRILL— 

(a) Arms backward — Stretch! 
Position ! 

(b) Hips — Firm! Left forward — Lunge! 
Position ! 

(c) Arms forward — Raise! Right knee — Bend! Left leg backward 
— Extend ! 

Position ! 

(d) Arms sideward — Raise! Left sideward — Lunge! Trunk to left 
—Bend ! 

(Touch floor with hand.) 
Position ! 

SPEED EXERCISE— 
See previous lessons. 

BREATHING— 

See previous lessons. 

Lesson IV. 

MARCHING— 
See previous lesson. 

MASS DRILL— 
See previous lesson. 

(a) Arms forward upward — Raise! 
Position ! 

(b) Hips— Firm! Left leg forward and right heel—Raise! 
Position I 

(c) Arms sideward, left leg sideward and right heel — Raise! 
Position ! 

(d) Arms sideward, left (R) leg sideward and right (L) heel- 
Raise ! 

Position ! 



24 Manual for (iEOROiA Teachers 

SPEED EXERCISE— 

Stationary hop (in Pl?ce) ; first on right foot then on left. 

BREATHING— 



See previous lesson. 



Lesson V. 



MARCHING— 
See previous lesson. 

MASS DRILI^ 

(a) Arms forward — Raise! 
Position ! 

(b) Hips — Firm! Deep knee — Bend! 
Position ! 

(c) Arms sideward-upward — Raise! Heels — Lift! 
Position ! 

(d) Arms sideward-upward — Raise! Trunk to the left — Bend! 

Heels — Raise! 
Position ! 

SPEED EXERCISE— 

Skipping. 

BREATHING— 
See previous lesson. 

Lesson VI. 

MARCHING— 

See previous lesson. 

MASS DRILL— 

(a) Arms forward — Bend! (Bend elbows and brin^ hands to posi- 

tion in front of the chest, elbows shoulder high, wrists unflexed 
and palms facing floor). 
Position! 

(b) Hips — Firm! Deep knee — Bend! 
Position! 

(c) Arms forward and deep knee — Bend! 
Position! 

(d) Arms forward bend, jump with a quarter turn to left, to deep 

knee — Bend ! 
Position! 

SPEED EXERCISE— 
See previous lesson. 

BREATHING— 

See previous lesson. 



GYMNA8TIC Lessons ^5 

Lesson VIL 

MARCHING— 

See previous lesson. 
Change step. 

MASS DRILL— 

(a) Arms upward — Bendl (Bend arms at elbows, place hands next 

the outer side of the shoulder, elbows held close to sides, 
chest up). 
Position ! 

(b) Hips — Firm! Heels — Raise! 
Position! 

(c) Arms upward bend and feet sideward — Place! (Stride standing 

position). 
Position ! 

(d) Jump forward (landing on toes) and arms sideward — Raise! 
Position ! 

SPEED EXERCISE— 
Skipping! 

BREATHING— 

See previous lesson. 

Lesson VIII. 

MARCHING— 

See previous lesson. 
To the rear. 

MASS DRILL— 

(a) Left arm forward, right arm sideward — Raise! 
Position! 

(b) Hips — Firm! Left leg forward — Raise! 
Position! 

(c) Arm sideward and left leg sideward — Raise! 
Position ! 

(d) Left arm sideward — Raise! Trunk to left, bend and left — Lunge! 
Position ! 

SPEED EXERCISE— 

Stationary run (run in place). 

BREATHING— 

See previous lesson. 

Lesson IX. 

MARCHING— 

See previous laeson. 
Right (left)— Dress! 



26 Manual for Georgia Teachers 

MASS DRIL^- 

(a) Arms forward, and left (right) leg forward — Raise! 
Position ! 

(b) Arms forward, raise and left leg forward — Lunge! 
Position ! 

(c) Arms sideward, raise, one-quarter left turn and left — Lunge! 
Position ! 

(d) Arms forward raise and left leg forward, right leg backward 

— Jump ! 
Position ! 

SPEED EXERCISE— 
See previous lesson. 

BREATHING— 

Arms sideward raise, (inhaling as the arms go up and exhaling as 

the arms come down), and right foot forward — Place! 
Position ! 

Lesson X. 

MARCHING— 
See previous lesson. 

MASS DRILL— 

(a) Left arm forward — upward, right arm backward raise, and left 

leg forward — Place! 
Position I 

(b) Left arm sideward — upward, right arm sideward, and left side- 

ward — Lunge! 
Position ! 

(c) Arm forward bend and feet sideward — Place! 
Position ! 

(d) Trunk forward bend, swing arms forward, and feet sideward — 

Place! 
Position! 

SPEED EXERCISE— 

Springing upward landing on toes. 

BREATHING— 
See previous lesson, 

GROUP in. 

Lesson L 

MARCHING— 
Review marching. 
Eyes— Right! (Left). 



I -■ ' " ■■"■- 

1' , / ^ 


1 ■■ ■'^'*%^^V 

I'. i 





n3 
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0) 



28 Manual for Georgia Teachers 

MASS DRILL- 

(a) Arms forward raise and knee halfway — Bend! 
Position ! 

(b) Arms upward bend, and feet sideward — Place! (with jump). 
Position ! 

(c) Arms forward-upward stretch and deep knee — Bend! 
Position ! 

(d) Arms sideward raise lunge left sideward and trunk left — Bend! 

(left hand to floor). 
Position ! 

SPEED EXERCISE— 

Stride standing position, alternate one foot in front of other (with 
jump). 

BREATHING— 

As last lesson of Group I. ' 

Lesson II. 

MARCHING— 

See previous lesson. 

MASS DRILI^ 

(a) Arms forward — Bend! Left arm upward and right arm down- 

ward — Stretch ! 
Position ! 

(b) Hips — Firm! Deep knee — Bend! Left foot forward — Lunge! 

To starting position — Return ! 
Position! 

(c) Left arm forward-upward raise and left (R) forward — L>mge! 
Position! 

(d) Arms forward raise and deep knee — Bend! (Swing arms be- 

tween legs). Trunk forward bend, to stride position — Jump! 
Return to first position ! 
Position ! 

SPEED EXERCISE— 

Hopping on right and left foot alternately for sixteen counts. 

BREATHING— 

Respiration with arms raising sideward, alternate foot placing for- 
ward and bending of the forward knee, inhale on first count, 
exhale on second! 



Lesson III. 



MARCHING— 

See previous lesson. 



Gymnastic Lessons 29 

MASS DRILL— 

(a) Arms forward-upward — Raise! 
Arms forward — Swing! 
Return to starting position. 
Position! 

(b) Hips — Firm! 

Feet sideward — Place ! 
Left (R) leg forward — Lunge! 
Return to starting position. 
Position ! 

(c) Arms sideward-upward — Raise! Stride position — Jump! 

Arms downward-backward raise and left (R) leg backward — 

Lunge I 
Position ! 

(d) Arms sideward raise and feet sideward — Place! 
Arms downward between legs — Swing! 

Trunk forward bend and return to starting position. 
Position ! 

SPEED EXERCISE— 

Hopping, raising right foot in front of opposite knee. 

BREATHING— 



See previous lesson. 



Lesson IV. 



MARCHING— 
See previous lesson. 
Right by squads. 

MASS DRILI^ 

(a) Arms forward — Bend! 
Arms forward — Stretch ! 
Return to starting position. 
Position! 

(b) Hips— Firm! 
Heels — Raise! 

One-quarter right (L) turn and left leg (R) sideward — Lunge! 

Return to starting position. 

Position! 
^c) Arms upward, bend and heels — Raise! 

Arms sideward, raise, one-quarter left (R) turn and left (R) 
forward — Lunge ! 

Return to starting position. 

Position ! 
(d) Arms forward bend and heels — Raise! 

Position ! 



30 Manual for Georgia Teachers 

Arms downward between legs, one-quarter turn right, bend trunk 

forward, and left sideward — Lunge! 
Return to starting position. 
Position ! 

SPEED EXERCISE— 

Running in place with knees high. 

BREATHING— 

Arms sideward raise, right (left) foot forward place and heels — 

Raise! Position! 
(Inhale on count one and exhale on count two.) 

Lesson V 

MARCHING— 

See previous lesson. 

MASS DRILL— 

(a) Left arm forward-upward and right arm backward — Raise! 
Arms forward — Swing! 

Return to starting position. 
Position ! 

(b) Hips— Firm! 

Left (R) sideward — Lunge! 

Left (R) leg forward raise and right (L) knee — Bend! 
Return to starting position! 
- Position ! 

(c) Arms backward raise and left backward — Lunge! 

Arms forward-upward raise left (R) leg forward raise and 

right (L) knee — Bend! 
Return to starting position ! 
Position ! 

(d) Left arm sideward-wpward, and right arm sideward-downward, 
raise and left sideward — Lunge! 

Arms sideward, raise, trunk right (L) sideward bend, left (R) 

leg forward raise and right (L) knee — Bend! 
Return to starting position ! 
Position ! 

SPEED EXERCISE— 

Running in place feet raised forward (kicking). 

BREATHING— 

See previous lesson. 

Lesson VL 

MARCHING— 

See previous lesson. 



Gymnastic Lkssons 31 

MASS DRILL— 

(a) Arms sideward — Raise I 

Left arm overhead, right arm bdiind bact-^-^wing^ 
Return to starting p)osition! 
Position ! 

(b) Hips — Firm! 

Touch step left forward — One! 
Lunge left forward — Two! 
Return to starting position — Three! 
Position — Four! 

(c) Arms sideward, touch left sideward — One! 

Left arm over head, right arm behind back, lunge left sideward 

— Two! 
Return to starting position — Three! 
Position — Four! 

(d) Left arm upward, right arm sideward, lunge left sideward — 

One! 
Arms sideward, bend trunk sideward (touch left hand to floor) — 

Two! 
Return to starting position — three! 

Position — Four! 

SPEED EXERCISE— 

Skipping forward and backward. 

BREATHING— 

See previous lesson. 



Lesson VII. 



MARCHING— 

See previous lesson. 



MASS DRILL— 

(a) Arms forward, step left forward — One! 
Arms sideward, bend left knee — Two! 
Return to starting position — Three! 
Position — Four! 

(b) Arms sideward raise, step left sideward, bend left knee — Ont;. 
Flex arms (hands to shoulders) bend trunk left (R) — Two! 
Return to starting position — Three! 

Position — Four I 

(c) Arms forward raise, lunge left forward — One! 
Arms sideward, raise, bend trunk forward — Two! 
Return to starting position — Three! 

Position — Four! 

(d) Arms sideward, raise, bend trunk left (R), lunge left (R) side- 

ward (left (R) hand to floor) — One 



32 Manual for Georgia Teachers 

Swing arms between legs, bend trunk forward and bend both 

knees — Two ! 
Return to starting position — Three! 
Position — Four ! 

SPEED EXERCISE— 

Jump to stride, then back, with right foot crossed in front of left, and 
bend forward knee. 

BREATHING— 

See previous lesson. 

Lesson VIII. 

MARCHING— 

See previous lesson. 
On right (left) in line. 

MASS DRILI^- 

(a) Arms forward-upward raise, lunge left forward — One! (L). 
Arms forward raise (downward and backward) bend right 

knee, straighten left (R) — Two! 
Return to starting position — Three! 
Position — Four ! 

(b) Arms forward-upward raise and lunge left backward — One! 
Arms forward, raise (downward and backward) bend trunk 

forward — Two ! 
Return to starting position — Three! 
Position — Four! 

(c) Arms cross in front of chest, deep knee bend — One! 
Uncross arms and stretch upward in a letter Y position, jump to 

stride — Two ! 

Return to starting position — Three! 
Position — Four ! 

(d) Arms forward bend — One! 

Arms backward raise (downward to behind back), bend trunk 

forward, lunge right forward — Two! 
Return to starting position — Three! 
Position — Four! 

SPEED EXERCISE— 
See previous lesson. 

BREATHING— 

See previous lesson. 



Lesson IX. 



UARCHING— 

See previous lesson. 



Gymnastic Lessons 33 

MASS DRILI^ 

(a) Arms sideward-upward, step left backward — One! 

Right arm downward and left forward, quarter turn left on 

heels — ^Two ! 
Return to starting position — Three! 
Position — Four ! 

(b) Arms backward raise, lunge forward — One! 

Left arm upward, right arm backward, raise, quarter left turn 
on left foot, lunge sideward right — Two ! 
Return to starting position — Three! 
Position — Four ! 

(c) Left arm backward, right upward, lunge left obliquely for- 
ward — One ! 

Reverse positions of arms, bend right sideward, quarter right 

turn — Two! 
Return to starting position — Three! 
Position — Four ! 

(d) Arms backward raise and lunge left leg backward — One! 
Arms forward-upward raise and lunge left leg forward — Two! 
Arms sideward raise one-quarter right turn on heels bend right 
(L) knee and raise left (R) leg forward — Three! 

Position — Four ! 

SPEED EXERCISE— 

Galloping left foot leading. 

BREATHING— 

Arms forward — upward raise and right (L) foot forward Place! 

Position ! 
Inh?le during first part, exhale during second part. 

Lesson X. 

MARCHING— 

'Review all. 

MASS DRILL— 

(a) Arms forward raise and touch step left forward — One! 
Arms sideward raise and lunge left forward — Two ! 

Arms upward raise and left (R) leg to the right (L) deep knee 

bend — Three! 
Position — Four! 

(b) Prone falling position — One! (squat, place hands between knees 

on floor) Spring backward vigorously — Two! (body in stiff 
position, only hands and toes touching floor). 

Spring back to squat position — Three! 

Come to standing position — Four! 



34 Manual for Georgia Teachers 

(c) Arms sideward raise and lunge left sideward — One! 
Arms upward raise and lunge left forward — Two! 

Arms downward-backward raise lunge left backward — Three! 
Position — Four ! 

(d) Half standing position, raise right (L) leg backward, bend 

left (R) knee, bring body to horizontal position, hands on 
hips — One ! 
Return to position — Two! 

SPEED EXERCISE— 

Gallop with left foot leading. 

BREATHING— 
See previous lesson. 



■^^1^- 

.'^^^^'^^^' 




03 O 

a. 



^ 



36 Manual for Georgia Teachers 

GAMES AND ATHLETICS 

GROUP I. (A) DRAMATIC GAMES. 

Gathering Apples. 

1. Gallop to orchard. (Around rows of desks, holding reins, 

gallop step.) 

2. Look for apples. 

3. Put ladder up to tree and climb it. 

4. Pick apples and put in baskets. 

5. Gather up baskets and gallop home. 

Indians 

1. Walk slowly on toes as with moccasins on, bodies bent. 

2. Look for tracks, shield eyes with one hand. 

3. Listen for sounds with hand behind ear. 

4. Shoot arrows; kneel on one knee, stretch arms and aim. 

5. Draw back and make hissing sound for arrow. 

6. Run foiAvard and pick up game, throwing over shoulder. 

7. Walk Lome, breathing deeply. 

Shoemaker and Elves. 

1. Tired shoemaker works slowly. 

2. Gets sleepy, retires. 

3. Elves dance lightly in. 

4. Elves make shoes. 

5. Elves disappear at daybreak. 

6. Shoemnker surprised to find shoes finished. 

7. Shoemr.ker and wife make clothes for elves. 

8. Elves don new clothes and dance for joy. 

Similar games may be worked out — Building a fire. Landing of 
Pilgrims, Making a Garden, etc. 

(B) GROUP GAMES. 

1. Cat and Rat. 

Players in circle, hands joined. One player is the cat outside the 
circle, another the rat, within. The rat says, "I am the rat." The cat 
says, "I am the cat." The rat says, "You can't catch me." The cat 
says, "Yes, I can." The cat then gives chase to the rat, the players 
assisting the r. t by letting him pass under arms, but try to foil efforts 
of cat. When rat is caught, new players are chosen. 

2. Circle Ball. 

Players in circle three feet away from each other. Several balls or 
bean bags may be used. They are put into play, following each other 



Games and Athletics 37 

in quick succession and in regular order around the circle. Any player 
failing to catch the ball, sits down. He who stands longest wins. 

3. Circle Toss. 

Two balls or bean bags are used. Players in circle number by two% 
Two players, a number i and a number 2, are in the center, with a 
small circle (3 feet in diameter), back to back. 

At a signal play begins. Center player No. 2 begins likewise on 
opposite side of circle. This is continued around the circle to the 
right, No. 1, center, tossing to circle player No. i; No, 2 to No. 2. 
The team wins that completes the circle first. 

4. Slap Jack. 

Players in circle grasp hands. One player runs around outside of 
circle and tags another, who immediately runs in opposite direction. 
Each tries to get back first to vacant place. The one left out is runner 
next. This is varied by having players bow and shake hands as they 
meet. 

5. Squirrel in Trees. 

Players stand in groups of three, two grasping each others' hands, 
forming a hollow tree. Within each tree is a squirrel. There is one 
old squirrel in center of circle. Teacher claps hands or blows whistle, 
a signal for all squirrels to run for other trees, the odd one trying to 
secure a hollow tree. 

SINGING GAMES— 

1. Wash Dolly's Clothes. 

2. Farmer in the Dell. 

3. Briar Rose Bud. 

4. Looby Loo. 

(C) INDOOR GAMES. 

1. Cat and Mice. 

Choose a player for cat, who bides behind teacher's desk. Teacher 
beckons to five or six players, who creep softly up to desk and when all 
are assembled, scratch on it with their fingers. At this the cat gives 
chase to the mice, who may save themselves only by getting back to their 
seats. The mouse caught changes place with the cat. A different set 
of mice should be chosen each time. 

2. Squirrel and Nut. 

All players but one sit at desks with eyes closed and a hand out- 
stretched. The old squirrel, carrying a nut (crayon), runs quietly about 
the aisles and drops the nut into one of the waiting hands. The player 



38 Manual for U-eorgia Teachers 

who gets the nut chases the squirrel, who is safe only when he reaches 
his nest (seat). If he is caught before he reaches his nest he must be 
squirrel again; otherwise the player who received the nut is the next 
squirrel. The other players wake to watch the chase. 



3. Changing Seats. 

Teacher gives the command, "Change right," whereupon each pupil 
slips from his own seat to the one across the aisle to the right, the pupils 
in the farthest right hand row standing in the outside a'sle. If "Change 
left" is next given, pupils slip back into their own seats. The row that 
has just been standing resumes its own seats. In the same way, "Change 
forward" and "Change backward" may be given. This may be varied 
by the displaced players taking the vacant seats. 

4. Catch Basket. 

Class stands in circle, each half constituting a team, with a leader at 
one end. Place basket or box on a desk in center of room. Teams 
alternate turns in throwing a bean bag or ball into the basket. Umpire 
stands in center to return bag to next player after each throw. Each 
time the bean bag lodges in the basket or on the edge of basket, it 
scores one for the throwing team. Game may end when each player has 
had a turn, or may be limited by time, the team winning with the highest 
score at end of ten minutes. 

5. Hand Over Head Bean Bag. 

As many bean bags as there are rows to play, are required. Equal 
number of players are seated in each row of seats. On each front desk 
is a bean bag. At a signal the first player in each row lifts the bean 
bag over his head and drops it toward the desk behind him, then clasps 
his hands on his desk. The next player passes it back in the same way, 
and so on until it reaches the rear of the line. When the last pupil 
receives it he runs forward to the front desk. The entire row of 
players move backward one seat and the player who ran forward takes 
the front seat, immediately passing the bag backward as before. The 
game ends when the original occupant of the front seat has again re- 
turned to it. The row wins whose leader first does this. 

6. Did You Ever See a Lassie? 

7. Follow the Leader. 

A resourceful player is chosen leader. The others form in single file 
behind and imitate anything he does. The leader aims to keep the line 
moving, anyone failing to perform the required feats goes foot. 



Games and Athletics 39 

GAMES FOR GROUP II. 

1. Bombardment. 

Materials needed: As many empty bottles or Indian clubs as players 
and a basket ball or volley ball. The ground is divided into two 
equal fields by a line. At equal distances (two steps on each side from 
center line), a row of empty bottles or Indian clubs is set up. The 
players are divided into two teams consisting of five to twenty pla5rers 
each. Each player stands behind a bottle. The object of the game is 
to knock down the opponent's bottles. Each player serves both as a 
thrower and a guard to protect his bottle, which he does by bending 
over and holding palms outward in front of bottle. Any player throws 
who can secure the ball. A player is out of the game if he steps across 
the center line, or if his bottle falls for any reason. The team which 
completely annihilates the other wins. 

2. Overhead Relay. 

Players line up in two or more equal rows. The leader of each row 
"toes" a line and holds a basket ball, bean bag or other object. At a 
signal he passes the ball backward over his head to the player next 
behind him, who in turn passes it backward as rapidly as possible, and 
so on until it reaches the last player in the line. He at once runs 
forward, carrying the ball to the front of the line, which moves backward 
one place to make room for him. He "toes" the line and passes the ball 
backward as before. The game continues until the leader reaches the 
end of the line and runs forward to his original place, giving a signal 
(holding the ball up) that his team has finished. The row wins whose 
leader is the first to return to his place. 

3. Hopping Relay Race. 

A starting line is drawn, behind which the players stand in two or 
more rows, facing a goal.The goal should be ten or more feet from 
starting line and may consist of a wall or drawn line, or stakes, chairs, 
etc. At a signal the leader of each row hops on one foot to the goal, 
touches it and hops back to the end of his row, which has moved forward 
to fill his place as he started. He tags the first player in the line as he 
passes him (or gives him a ball, bottle or other object carried), and 
this player at once hops forward to the goal. Each player thus takes 
his turn, the line winning whose last player first reaches the rear of his 
line and raises his hand as signal. (For other Relays see reference list.) 

4. Circle Dodge Ball. 

Players are divided into two equal groups. One group forms a 
circle (the larger the circle the greater the sport). The other group 
stands within the circkj scattered promiscuously about the field of play. 
The object of the game is for the circle men to hit the center men with 
a basket ball, the center men dodging to evade this. Any player hit on 



40 



Manual for Georgia Teachers 



any part of his person withdraws from the game. At the end of two 
minutes, as well as at the beginning of game, the referee blows whistle, 
and counts center men who haven't been hit. The groups as originally 
constituted change places, center men becoming circle players and the 
circle players scattering within. Some time limit is given this group to 
dodge the ball thrown by circle players. Those who successfully dodge 
it are counted. The side wins which had the greatest number to escape 
being hit. (Progressive Dodge Ball is an excellent game. See reference 
list.) 

5. Volley Ball. 

This game consists in keeping a volley ball in motion back and forth 
across a high net. The court is 25 by 50 feet. A tennis or volley ball 
net or wire or rope is stretched across the center of the ground, the top of 
the net is 7 feet above the ground at the center. 



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As many as thirty players are evenly divided into two teams, which 
are placed on opposite sides of the net. The ball is put into play by the 
player who is to score, standing on the rear line and batting the ball with 
open hand, upward over the net. If the ball goes over the net without 
touching it, it must be batted back by the opponents. The ball is in play 
as long as it is batted back and forth across the net; as soon as one side 
fails to return it, whether by letting it fall to the ground or batting it 
outside the court, it is out of play, scores one point for the side that 
served it; the same person serves again, and so on until the ball fails to 
go over the net, or is sent out of bounds or is successfully returned by 
the opponents. Then the service of the ball, and with it the privilege of 
scoring, passes to the opponents. Any number of players may strike the 
ball to send it across the net, after it has been sent ten feet by the 
server, but no player may strike more than twice in succession. If a 
pla5'er touches the net the ball is put out of play. Should this player be 



43 Manual for Georgia Teachers 

on the serving side, his side loses the ball; should he be on the receiving 
side, the serving side scores a point. One point is scored by the oppo- 
nents whenever a player catches the ball or holds it for and instant. 
The game consists of twenty-one points. 

6. Newcomb. 

Played with a basket ball or a volley ball on a volley ball court. 
This game is lilce volley ball, with the exception that there is no net and 
the server tosses the ball, and the receiving side catches it and throws it 
back to the serving side. If the receiving side lets it hit the ground the 
serving side scores a point, as in volley ball. If the ball is tossed out of 
bounds it goes to the other side. The game consists of twenty-one 
points. 

7. Kick It. 

A football or a playground ball is used. Draw two lines 50 feet apart. 
Divide players into two equal teams. Each team stands before a line. 
Ball is placed at a center point between the two lines. The three first 
players on each side come forward and place one foot each (six feet in 
all) on the ball. At a signal, each player tries to kick the ball beyond 
the opponents' line. If he succeeds, a point is scored. These players 
then return to their places and the next three in order start as before. 
A ball kicked higher than the waist, or out of bounds, cannot score. 

8. German Bat Ball. 

Mark a home base and drive a stake or place something for a goal 40 
feet away. Players are in two equal teams, one at batj the other in the 
field. A basket ball or a volley ball is used. Batters toss ball up and 
bat it with open palms. Game proceeds as baseball. 

Base Ball (reference list), Tennis (reference list), Captain Ball, 
Progressive Dodge Ball (reference list). 

INDOOR GAMES— GROUP II. 

I. Automobile Relay. 

Only alternate rows of children may play. Rows I, 3, 5 may play, 
then 2, 4 and 6 play. Otherwise somebody is liable to be hurt. 

There must be the same number of children in each of the contesting 
rows and the distance around each row of desks the same. This can 
sometimes be accomplished by using chairs to make out some short row. 

Each row is named some kind of automobile. The first child in 
rows I, 3 and 5 stands on the right of his desk. At the signal from the 
teacher he runs forward, around the back of row of desks in which he 
sits and up the next aisle, back to his own seat and sits down. (See 
diagram). Immediately the second child in the row does the same 
(without waiting for the signal frem the teacher). He must rise on the 
right, run forward first, then turn and go around bis own row. Each 



GrAMES AND ATHLETICS 43 

child runs in turn, and the game is over when the last child is back in 
his seat. The row whose last '"car" was back in its '"garage"' wins. 

2. Bean Bag Throw. 

Players are divided into single files of equal numbers. A small ring 
measuring 12 to 18 inches in diameter is drawn on the floor opposite 
each group of players. Leader of each row toes starting line 10 to 15 
feet from row of circles. Each row is provided with six bean bags (or 
blocks of wood, stones, etc.). At a signal the leader of each row throws 
each of his bags in succession toward the circle and scores one point for 
each bag that lands within the circle. A bag touching the line does not 
score. The player then takes up his bag and runs back to the rear of 
the line, giving the bag as he passes to the front player of his row, who 
should have moved up to the starting line. The second players all begin 
throwing on a signal. The line wins which has the highest score when 
all have thrown. Each player at the throwing may step to the black- 
board and record his score. 

3. Blackboard Relay. 

This game is adapted to grammar (sentence construction), spelling, 
arithmetic, etc. Class is seated with an even number of pupils in each 
row. A piece of crayon is given to the last player in each row, all of 
whom, at a given signal, run forward and write on the blackboard at 
the front of the room a word suitable to begin a sentence. The runner 
then returns to his seat, handing the crayon to the player next in front 
of him, who runs forward and writes one word after the first one, to 
which it must bear an intelligible relation. In this way each player in 
the row adds to the sentence being written by his own row, the last 
player being required to write a word that shall complete the sentence; 
he also adds punctuation marks. 

The points scored are 25 for speed, 25 for spelling, 25 for writing, and 
25 for grammatical construction. The team wins which scores the 
highest number of points. 

To correlate with geography, the names of mountain ranges, rivers, 
capital cities, products, etc., may be written. In history the names of 
famous men, battles, discoveries, etc., may be written. 

GAMES AND ATHLETICS— GROUP III. 

1. Basket Ball. 

(Basket ball for Men— E. D. Angell (Thos. E. Wilson & Co.); 
Basket Ball for Women— D. Bocker (Thos. E. Wilson & Co.). Ref- 
erence list). 

2. Corner Ball. 

A basket ball or volley ball is used. The ground is marked off 25 by 
30 feet, which is divided across center by a straight line; in the farther 



44 Manual for Georgia Teachers 

corners of each half made, a small square goal is marked out, there being 
two such goals in each court. Ten to 30 players are divided into two 
equal teams, each of which takes position on one side of the ground and 
stations a goal man in each of the goals at the rear of the opposite side. 

The object of the game Is to throw the ball over the heads of the 
opposing party to one's own goal men, who are at the rear of the 
opponent's court. Players on each side guard the goals at their rear and 
try to intercept before it reaches these goals. They will also try to 
throw the ball over the heads of opponents to their own goal men in the 
opposite court; no line crossing allowed. Every ball caught by a goal 
man scores one point for the team throwing. The first side scoring 
twenty points wins the game. 

3. Running and Catching Relay. 

Basket balls or volley balls are used. A rope 20 to 30 feet long is tied 
8 feet above the ground between two posts or trees. Players are divided 
into equal lines, which line up behind a starting line 15 feet away from 
rope. At a signal, the leader of each file runs forward, tosses the bail 
up and over the rope, and catches it before it hits the ground. He then 
runs to the rear of his row, giving his ball as he passes to the second 
player, who has moved up to the starting line. The game is continued 
until each player has successfully done this. If he misses he keeps 
trying until he gets it. The team wins whose last man first finishes. 

In addition Captain Ball, Base Ball, Volley Ball, Progressive Dodge 
ball, German Bat Ball. 

For description see previous Group. 

FOLK DANCING. 

Following is a list of Folk Dances that may be used in communities 
where the sentiment is not opposed, and where music can be obtained; 
much of the music appears on Victrola records. For a descriptioti of 
the dances see reference books. 

GROUP I. 

The Chimes o' Dunkirk. 

Danish Dance of Greeting. 

Kulldansen. 

Tantoli. 

Nigarespolska. 

Swedish Klappdans. 

Bl eking. 

Indian Dance. 

GROUP II. 

Shoemaker's Dance. 
Hopp, Mor Annika. 
Ace of Diamonds. 



46 Manual for Georgia Teachers 

Irish Lilt. 

Oxdansen. 

Koniarno. 

Kamarinskaia. 

Strasak. 

GROUP III. 

Reap the Flax. 

Tarantella. 

Minuet. 

Virginia Reel. 

Gustof's Skol. 

English May Pole Dance. 

A HEALTH PANTOMIME. 

I. The Child. 

A. Wanders about in a listless manner. 

II. The Enemies. 

A. Enter singly and argue with the child, who finally goes to bed. 

B. Enemies are: 

1. Late Hours. 

2. Tea, Coffee and Coca Cola. 

3. Candy. 

4. Dirt. 

5. Feather Duster. 

6. Common Drinking Cup. 

7. Roller Towel. 

8. Closed Window. 

9. Fly. 

10. Mosquito, 

11. Hook Worm. 

12. Disease Germs. 

III. The Friends. 

A. Enter singly, summoned by Health Fairy. 

B. Friends are: 

1. Fresh Air. 

2. Sunshine. 

3. Pure Water. 

4. Nutritious Food. 

a. Milk. 

b. Vegetables. 

c. Fruit. 

d. Eggs. 

5. Soap. 

6. Tooth Brush. 

7. Rest. 



48 Manual for Georgia Teachers 

IV. The Combat. 

A. Recurrent advance and retreat of Enemies before onslaught of 
Friends. 

B. Final defeat and retreat of Enemies. 

V. Dance of Triumph. 

A. The Child and the Health Fairy with her crew. 
A series of fifteen Health Playlets, published in leaflet form, may be 
secured for two cents each, post paid, from The National Association for 
the Study and Prevention of Tuberculosis, 105 East 22d street, New 
Vork. 

BIBLIOGRAPHY. 

Hygiene. 

Andress — Health Education in the Rural Schools. 
Dressier — School Hygiene. 

Hoag and Terman — Health Work in the Schools. 
Hough and Sedwick — The Human Mechanism. 
Terman — The Hygiene of the School Child. 

Formal Work. 

Anderson — Manual of Physical Training for Boys and Girls. 

Bancroft — School Gymnastics. 

Bowen — Teaching of Elementary School Gymnastics. 

A Course in Physical Training for the Graded Schools of Michigan. 

New York State Syllabus of Physical Training. 

Folk Dancing. 

Burchenal — Dances of the People. 

Folk Dances and Singing Games. 
Crampton — The Folk Dance Book. 
Crawford — Folk Dances and Games. 
Hofer — Popular Games and Dances. 

Play and Games. 

Angel — Play. 

Bancroft — Games for the Playground, Home, School and Gymnasium. 

Curtis — The Practical Conduct of Play. 

Hofer — Children's Old and New Singing Games. 

Johnson — Education by Plays and Games. 

Playground Equipment. 

De Groot — Playground Equipment. 

Hunt — Catalogue of Homemade Play Equipment. 

Specifications for Homemade Apparatus, Am. Playground Association. 

Manufactured playground apparatus obtained from Clanton and 



50 Manual for Georgia Teachers 

Webb, Atlanta, and of Narragansett Machine Company, Provi- 
dence, R. I. 

Bancroft and Pulvermacher — Handbook of Athletic Games. 

New York City Rules of the Public School Athletic League for Boys. 

New York City Rules of the Public School Athletic League for Girls. 

Spalding Bros. — Athletic Library. 

Thos. E. Wilson & Co.— Athletic Library. 

Miscellaneous. 

American Physical Education Review. 

Plaj'ground Magazine. 

Boy's Manual — Boy Scouts of America. 

Camp Fire Girls' Manual. 

Rose — Feeding the Family. 

First Aid — Metropolitan Life Insurance Company. 



.Reading 51 



READING 



By President M. M. Parks and Miss Euri Belle Bolton, 
Extension Worker, Georgia Normal and Industrial College. 



Reading is the most important subject in the school curriculum, for 
ability to learn all other subjects depends upon ability to read rapidly 
and accurately. 

Three essentials are necessary for the successful teaching of any 
subject: 

1. A definite purpose for teaching the subject set forth in a specific aim. 

2. A course of study outlining the subject-matter to be taught. 

3. A successful method of presentation. 

There are three stages in the development of ability to read : 

1. The acquisition of a working knowledge of the mechanics of read- 
ing. The child should acquire this knowledge through his reading work 
in Grades I, II, and III. 

2. The development of skill and fluency in reading through extensive 
oral and silent reading. This skill should be developed in Grades IV 
and V, and during this period the mechanics of reading should become 
automatic and unconscious. 

3. Independent reading for information, appreciation, and enjoyment. 
The reading work of Grades VI and VII should be of this type. 

The present discussion of Reading is based upon the facts stated above. 

Grade I. 
I. Aims: 

1. To develop in the child, from the first, the ability to comprehend 
the meaning of sentences, phrases and words. 

2. To train the child to express in a natural way the thought gained 
from the printed page. 

3. To develop the ability to recognize simple words and phrases inde- 
pendently. 

4. To lead the child into an appreciation of good literature. 
II. General Outline of Work: 



52 Manual for Georgia Teachers 

type op work. sources o'f material. 

1. Oral Reading. Sentences from blackboard. 

Prescribed text-books. 
Supplementai-y books. 

2. Word Drills. Uists prepared by teacher. 

L/ists at beginning of reading lessons. 
(See discussion of Word Drills). 

3. Phonic Drills. Exercises in Practical Primer, in 

Practical First Reader, and in River- 
side First Reader. 
Lists Prepared by teacher. 

4. Memory Work. 

a. Mother Goose Rhymes - "The Real Mother Goose" 

b. Poems Practical First Reader — pps. 7, 59, 82, 

111. 
Riverside First Reader— pps. 46, 76, 97. 

5. Story-telling and Dramatization. Supplementary list. 

Some of the simple stories found in 
the second grade readers. 

6. Silent Reading. Action Sentences from cards con- 

structed by teacher. 
Guessing Games (See "A Method for 

Teaching Primary Reading." — Mc- 

Murry. 
Sentences from text-books. 

III. Suggestions and Methods. 

Note. — The concrete illustrations of the presentation of the reading 
lesson are based upon the books adopted by the state. If the books vi^ere 
different, the underlying principles of the teaching would be the same, 
but the illustrations would be different. 

Development of First Lesson. 

The teacher should remember that the little people to whom she is 
giving these first reading lessons are having their first school experience 
and are timid and self-conscious. Her first duty is to make them feel 
at ease. This can be done by having them play a game. 

(/) First Step — Game to Precede First Reading Lesson. 

1. Materials needed: Small flag for each child. 

Ten soldier caps made of paper. 

2. Presentation. 

CHILD'S PART. TEACHER'S PART. 

a. Children get in position. a. Have children get in position for 

work. 

b. Children tell thoughts about sol-b. "How many of you have seen a 
diers. soldier?" 

"Will each of you tell us one thing 
you know about a soldierf" 

c. Children learn song. c. "We are going to learn a song about 

ten little soldier boys. I will sing 
it for you and then you may sing 
it with me." 



Eeading 



53 



a. Children play they ar» soldiers 
and march. 

Flag carried by boy at head of 
line. 

As song is sung children march 
to front of room and stand. 

As teacher counts, 'One, Two,' 

they turn and face the other 

way. 

Children march back to their 

places. 



Children study flags at desk: 

(a) Find colors. 

(b) Find where the stars are. 

(c) Find where the stripes are. 



WORDS OF SONG. 
"One little, two little, three little 

soldiers. 
Four little, five little, six little 

soldiers. 
Seven little, eight little, nine little 

soldiers. 
Ten little soldier boys." 

d. "We are going to have ten little 

boys play they are soldiers and 

march as we sing the song." 
Teacher selects first ten soldiers to 

play. Gives caps. 
"When soldiers march one of them 

usually carries a flag," etc. 
As the children march back, sing 

the song: "Ten little, nine little, 

eight little soldiers. 
Seven little, six little, five little 

soldiers. 
Four little, three little, two little 

soldiers, 
One little soldier boy." 

e. Teacher gives each child a small 

flag. "You may study the flag and 
find what colors are in it; flnd 
where the stars are," etc. 



(//) Second Step — First Reading Lesson. 

1. Aim: To introduce the child to sentences and words as symbols 
for thoughts and actions. 

2. Materials needed for presentation of lesson: 

Flags Crayon and eraser 

Pointer Colored crayon 

3. Outline of presentation: 
CHILJ5'S PART. 

a. Children tell of things they have 

learned about the flag-colors, 
where stars are, etc. 

b. Children act out the sentences 

as they are given by the teacher. 



TEACHER'S PART. 

"You may tell me the things you 
have learned about the flag." 



c. Children recall sentences given. 



b. "We are going to play a game with 
our flags. I'll be the leader and 
tell you some things to do with 

your flags." 
Teacher gives the following sen- 
tences: 

Wave the flag. 

Put the flag on the desk. 

Find the red in the flag. 

Find the stars In the flag. 

c. Teacher writes first sentence on the 

board in large script. Then prints 
same sentence under it. 



54 



Manual for Georgia Teachers 



Children give first sentence. "Who remembers what I told you to 

do first? Would you like to see the 
crayon say that? You did not 
know that the crayon could talk. 
We can see what it says, but we 
can not hear what it says. It has 
said 'Wave the flag' two ways. 
This is the way it says it in writ- 
ing (show with pointer) and this is 
the way you will find it in books " 

"John, you may do what this sen- 
tence says do." (Teacher runs 
pointer under sentence). 

1. Children point out sentences both d. "You may show us where the cray- 



Children act out sentences indi- 
vidually. 



in script and in print. 



«. Children discover the phrase the 
flag. 



on says 'Wave the flag,' Mary." 
Drill is continued until children can 
recognize all of sentences in script 
and in print. 

"OLook at the first sentence care- 
fully. Can anyone show me where 
the crayon says the flag? 

"I am going to underline it with this 
red crayon so that we can see it 
easily." 

Teacher writes the flag on the board 
several times and continues drill 
until children have learned phrase. 



(///) Third Step — Second Reading Lesson. 

1. Aim: To have children learn new phrases and to lead them to read 
sentences from slips of paper. 

2. Materials needed for presentation of lesson: 

Same as above. 

Sentences written and printed on slips of paper. 

3. Outline of presentation: 

a. Review sentences given in previous lesson. 

b. Lead to recognition of the following words and phrases: v<xve; 
find; the desk; the stars; the red. As phrases and words are found, 
write them in separate list with colored crayon. Opposite each word 
or phrase print the same word or phrase. Leave list on board for 
future drills. 

c Give slips to children and lead them to read the sentences on 
them. If a child has difficultjs find sentences on the board and help him 
to see that they are the same. 

Note. — Two recitation periods may be necessary for the presentation 
of the subject-matter outlined in Step 11, but .all of the work outlined in 
Steps I, II, and III should be presented the first day. 



Eeading 55 

Preliminary Blackboard Work. 

1. Teach all oi the twenty-eight words and phrases on the first 
fourteen pages of the Practical Primer by means of similar exercises 
from the blackboard and from sentences on slips. 

2. It will not be necessary to use action sentences in the development 
of all of the lessons. 

3. Teach the articles a. an and the in connection with other words. 
Give drills on the pronunciation of such phrases as a boy, a girl, an 
apple, an orange, the man, the tree. If the articles are taught separately, 
the child will form the habit of giving as much emphasis to them in his 
reading as he does to the important words. 

4. In the development of the preliminary lessons, it will be better not 
to use the exact sentences found in the primer. 

5. As the work advances, give to each child at the beginning of the 
lesson a sheet of paper on which all of the sentences to be used in the 
lesson have been written and printed. Have all of the sentences read in 
review by one child. 

6. As sentences are taught to the class, write them in large script on 
sheets of manila paper 24x36 inches. Print the same sentences on the 
opposite sides of the sheets, and put the sheets together in a chart to be 
used in rapid review work. 

7. It is very important that, from the beginning, the child be taught 
both the written and the printed forms of the words and sentences. 
Thus the difficulty of transition from script to print, or vice versa, is 
eliminated. 

8. For seat work give to each child an envelope with words written or 
printed on separate slips of paper. Let children put words together to 
build sentences. 

Perception Cards. 

1. Get sheets of manila paper, 22x28 inches, at the printing office. 
Have these sheets cut into strips 4x22 inches for sentences; into cards 
3^/^x7 inches for words, and into small cards, 3V2X4 inches for simple 
and compound phonograms. Have cutting done at printing office.* 

*These measurements were taken from the Wisconsin Course of 
Study. 

2. Write sentence, word, or phonogram in large script with black 
Crayola on one side of strip or card, and print the same sentence, word, 
or phonogram on the opposite side of strip or card. 

A rubber printing outfit can be secured from Clanton & Webb, 
Rhodes Building, Atlanta, Ga., for about $2.50. Every school should 
have a printing outfit, but if it is not possible to purchase one, cut the 
printed words of uniform height from newspapers and magazines and 
paste them on the back of the cards. 

3. No teacher should attempt to teach primary reading without per- 
ception cards. They are needed for silent reading exercises and for 
word and phonic drills. 



56 Manual for Georgia Teachers 

Books in Hands of Children. 

1. The subject-matter on the first fourteen pages of the Practical 
Primer should have been taught by the end of the second week. 

2. If the preliminary blackboard work has been well done, the first 
reading from the book will be very easy. The rapid progress made by 
the children when they first began to read in the book gives a sense of 
joy and power that should be kept alive throughout all of their reading 
work. 

3. Conversation and questions about the pictures and illustrations may 
supply a motive for reading the sentences, e. g. Practical Primer, 
pp. 34: "Whom do you see in the picture? What has the mother 
Will you read the sentence that tells what she has? To whom will she 
give the book? Will you read the sentence that tells you?" etc. 

Word Drill. 

1. Rapid word drills should be given daily. 

2. Words on perception cards may be flashed before children for 
recognition. The child who calls word first may have card. The one 
who gets the most cards wins the game. 

3. Make list of action words taught, e. g. run, jump, skip, sing. 
Leader (teacher at first) points to words and calls upon individuals to 
perform actions indicated. 

4. Keep on blackboard list of words taught. Give pointers to two or 
three children. Let them race to find words as they are pronounced by 
the teacher. 

5. Fishing. Let children (representing fish) stand in a circle and one 
child (representing the fisherman) stand in the center. Let each fish 
hold a word card and let the fisherman catch the fish he can name 
correctly. 

Note. — These devices are merely suggestive. The resourceful teacher 
v.'ill think of many others and will constantly vary her drill work. 

Phonics. 

1. Purpose: 

(a) To develop in the child the power of independent recognition of 
new word-forms. 

(b) To develop clear articulation, correct enunciation, and proper 
voice control. 

Note. — The study of phonics is a means to an end and not an end in 
itself, and can be justified only as it contributes to the one main purpose, 
which purpose is teaching children to read. 

2. Phases of work: 

(a) Training the ear to recognize the sounds. 

(b) Training the voice to make them. 



Eeading 57 

(c) Training the eye to recognize the symbols which represent them. 
3. Suggestions: 

(a) Phonetic drills should not be given until after reading in the 
books is begun. 

(b) Present the consonants first after the sight words from which they 
are analyzed have been taught. The consonants can be taught more 
easily if they are grouped and taught with phonograms. 

(c) To teach consonants f, m, and r — pps. 15, 23, and 39, Practical 
Primer: 

(i) Write the words fan, man, and ran on the board. Pronounce 
them slowly and distinctly until the children isolate the sounds f, m, 
and r. Then write the words on the board thus: fan, man, ran. 
Pronounce the phonogram an and lead children to see that it is the same 
in each word. 

(2) Call on the children to give the sounds individually until they 
learn them. Teacher should be careful that the correct sound is given 
each time. 

(3) Write the phonogram at on the board and place phonogram cards 
in front of it to form the words fat, mat, and rat. Write the words 
f at, m at, r at, and give further drill. Later f and r may be added to 
the phonogram un to build the words fun and run. This last step is one 
of the most important in the teaching of phonics, for it helps the child to 
build up new words. 

(d) In like manner the consonants t, b, and d, pps. 33 and 39, Practical 
Primer, may be grouped and taught with the phonograms an and at. 

(e) After the phonograms an and un have been learned, the words 
fan and run may be further analyzed so that the consonant n is isolated. 

(f) After the consonants have been learned, present the vowels given 
in the Practical First Reader. 

(g) Do not emphasize the diacritical marks when presenting the vowel 
sounds. Diacritical marks should not be presented until the children are 
ready to begin to use the dictionary in the Fourth Grade. The children 
should be trained to recognize the different sounds of the letters from 
their association with other letters. 

(h) Keep on the blackboard a list of all sight words, consonants, and 
vowels taught. This list will make it possible to give rapid drills often. 

(i) Perception cards (see suggestions in regard to "Perception 
Cards") should be used both in the presentation and in the drill work in 
phonics. 

(j) For further suggestions on the teaching of phonics see Summers 
Readers, Manual, by Maude Summers. Published by Frank D. Beatty 
& Co., New York. The Aldine Readers, A Manual for Teachers, by 
Spaulding & Bryce. Published by Newson & Co., New York. 



68 Manual for Georgia Teachers 

Memory Work. 

1. Mother Goose Rhymes: 

(a) Any person who has been deprived of the Mother Goose Rhymes 
in childhood has missed a part of his rightful heritage. 

(b) The Mother Goose rhymes are especially suitable for memory 
work in the first grade because: 

(i) Their rhythm appeals to the child. 

(2) The rhymes are short and therefore easily learned. 

(3) They abound in repetition and action. 

(4) Their language is simple and within the child's comprehension. 

(c) The rhymes can be given as memory work during the first two or 
three months of school. Later they can be used as sight reading exer- 
cises. 

(d) The number of rhymes given will depend upon the acquaintance 
with Mother Goose the children have made at home. Each teacher will 
measure the needs of her class. See Supplementary List of Stories for 
suggestions. 

2. Poems: 

(a) One of the most important, but one of the most neglected, phases 
of reading and language work is the teaching of poems. While the child 
is young and it is easy for him to memorize, he should be given the 
opportunity of storing his mind with the treasures of literature. 

(b) Method of presentation: 

(i) Introduce the theme and setting of the selection by means of 
conversation, pictures, or a story. 

(2) Read the selection as a whole to the class. (If possible, teacher 
should do this from memory.) 

(3) Clarify images seen and facts told by means of questions and 
discussion. Let many of the questions be so worded as to elicit answers 
in direct words of the selection. 

(4) As a result of the questions and discussion many of the members 
of the class will have memorized the selection. Let individuals reproduce 
it orally until a majority of the class know it. Study the selection in 
review until everyone knows it. 

(c) Illustration: Teaching of "The Wind," by Rosetti. 

Aim: To have children appreciate the beauty of the poem. 
To have children memorize the poem. 



Reading 



69 



CHILD'S PART. 



TEACHER'S PART. 



4I) Children give tlioughts and obser-(l) "How many of you heard the wind 



vations about the wind. 



,2) Children listen for the questions 
and answers in the poem. 



blow last night? What are some 
of the things the wind does when 
it blows? Would you like to hear 
a poem about the wind? Listen 
to the poem and see if you can 
find out what questions are asked 
and what answers are given to 
them." 

(2) Teacher reads poem from memory. 

"Who has seen the win^? 

Neither I nor you, 
But when the leaves hang trembling, 
The wind is passing through. 



(3) Children see pictures in poem. 



(If children do not notice rhyme, 
give explanation after poem is 
memorized). 



(4) Children give 
it is learned. 



Who has seen the wind? 

Neither you nor I, 
But when the trees bow down their 

heads, 
The wind is passing by." 

(3) "What is the first question asked? 
What answer is given? What is 
said about the leaves? What is 
meant by saying that 'the leaves 
hang trembling?' Can you show 
me how they tremble? What kind 
of wind makes th« leaves tremble? 

"What is the next question asked? 
How is it answered this time? Who 
knows why this answer is differ- 
ent from the first answer? What is 
said about the trees? How can the 
trees bow down their heads? What 
kind of wind makes the trees bow 
down their heads? What might 
happen to them if they did not?" 

poem orally until (4) "Now we are going to learn the 
poem. Who can give the first 
stanza? Who can give the second 
stanza? Who can give the whole 
poem? How does the wind sound 
when it blows hard ? What 
word in the poem could be made 
to sound like that? When wo say 
the poem this time let's make 
the who sound who-0-0 has, etc. 
How many would like to tell this 
poem to your mothers tonight?" 
Interest can be added by having 
Children say poem in concert and 
act lines 'When the leaves hang 
trembling' and 'W'hen the trees 
bow down their head.s.' 



60 Manual for Georgia Teachers 

Story Telling and Dramatization. 

Many of the stories to be read in the Second Grade should be told tc 
the First Grade, then retold by the children and dramatized. For 
method see discussion under Second Grade. 

Silent Reading. 

1. Ability to read orally or silently depends upon ability to get thought 
from the printed page. Therefore, from the beginning, the teaching of 
Reading should train the child to get the thought quickly and accurately. 

2. Some exercises that will develop this ability in the First Grade are: 

(a) Reading sentences in textbook. Let class, when signal is given by 
the teacher, open books and read sentence. When signal is given by 
teacher, let them close books. Call on someone to give the thought of 
the sentence read. 

(b) Action sentences, e. g. : 
Close the door. 

Open the window. 
Bring me your pencil. 
Bring me your book. 
Draw a circle on the board. 
Teacher writes a sentence on the board and says, "John, you may do 
what this sentence says do." 

John reads the sentence and performs the action indicated. The class 
makes no oral correction, but if John makes a mistake, someone else may 
raise his hand and perform the action, and so on. 

The teacher may vary the exercise by flashing before the class cards 
upon which action sentences are written. Those who comprehend the 
direction may raise their hands and then someone may be called upon to 
perform the action. (Sentences for this drill should be very short at 
first, e. g. Get the ball. Close your eyes. Special drills should at 
times be provided for the slow members of the class.) 

The children may conduct this exercise with cards during the study 
period. One child is appointed leader. He shows the cards to class and 
calls upon someone to perform the action indicated. If class is large, it 
should be divided into groups and a leader appointed for each group. 

In order that these exercisfes may be varied from time to time, the 
teacher should have at least a hundred cards with action sentences on 
them. New sentences will be added to the list as new words are taught. 

(c) Guessing games: 

Teacher writes riddle on the board. The sentences that tell most 
plainly about the object should be written last. The pupils read sen- 
tences, and as they read try to guess the riddl:. As soon as anyone can 
guess, he raises hand, but should read on to make sure. 

Ex. Riddle to be guessed. 



Eeading 



61 



I can run. 

I can skip. 

I can jump. 

I can hop. 

I can stamp. 

I can bow. 

I can pat a cat. 

I can pound. 

I can fan. 

I can rap on my desk. 

I can tap on my desk. 

I can not fly. 

I can spin a top. 

I can dust. 

I can stand still. 

I can sit down. 

I can hum. 

I can puff. 

(Ans.: A boy or girl.) 
Note.— The above riddle is taken from "A Method For Teaching 
Primary Reading"— McMurry. See this book for further suggestions 
about action sentences and guessing games. The book is published by 
the MacMillan Co., Atlanta. 

Grades II and III. 

I. Aims: 

1. To increase the rate of reading and the ability to get the thought. 

2. To develop the power of appreciation and oral expression. 

3. To gain in independence of word recognition. 
II. General Outline of Work: 

TYPE OF WORK. 
1. Oral Reading. 



2. "Word and Phonic Drills. 

Syllabication and accent intro- 
duced. 



3. Poems and Selections memorized. 

4. Story-telling and Dramltizatlon. 



5. Silent Reading. 



SOURCES OF MATERIAL. 
Stories and selections in prescribed 

text-books. 
Supplementary readings. 
Exercises in Phonics in Introduction 

to Practical Second Reader. 
Word lists at beginning of reading 

lessons. 
New words in supplementary i-eadings. 
Prescribed text-books. 
Supplementary readings. 
Suitable stories in prescribed texts. 

e.g. Biddie Widdie and Little Red 

Riding Hood — Practical Second 

Reader. 
Supplementary list. 
Informational selections in prescribed 

texts, e. g. Stories of Columbus — 

Practical Second Reader. 
Simple stories read for the purpose of 

acquiring speed. 



62 Manual for Georgia Teachers 

III. Suggestions and Methods: 

Presentation of lesson in Oral Reading. 

i. Have children pronounce words at beginning of selection and discuss 
their meaning. Have children use these words in original sentences. 
The words at the beginning of a reading lesson are not to be spelled. 
Review difficult words which have not been mastered. 

2. By means of questions and discussion bring out the main facts in the 
^.election. If the selection is a story, it might be well to discuss it under 
the following topics: 

(a) Setting of story — where events of the story happened. 

(b) The characters — who took part in the action of the story. 

(c) What part each character played in the story. 

Teacher should encourage children to ask questions about any para- 
graphs or passages they do not understand. 

3. Children should next read the lesson. The teacher should help 
with pronunciation if necessary. Members of the class should not be 
Jiermitted to correct errors in pronunciation or emphasis. Such a pro- 
cedure directs the attention of the class to the mechanics of reading and 
vhought-getting, which is the most important phase of reading, but Is 
r>cglected. 

4. Let the children tell story in their own words. If the story lends 
vlftlf well, let the class dramatize it. 

Supplying a Motive for the Recitation. 

1. No class should be permitted to read just because it Is time for the 
/jading lesson. 

2. The assignment should be made so that there is a definite purpose 
k'or each reading lesson. A story may be read so that it can be retold 
j>r dramatized, or so that it may be compared with another stor3^ A 
selection may be read for information, e. g. The selection about Colum- 
bus in the Practical Second Reader may be read so that the class will 
learn who Columbus was and what he did. 

Story-Telling and Dramatization. 

Two instances that have come under the writer's observation will 
show the need in the child's life for dramatization and how simply make- 
believe play is accomplished in his imagination. 

I was sitting In a hotel parlor one day when two little girls, five and 
six years of age, came In with their paper dolls In boxes. They seated 
themselves about three feet apart and began to pla)'. 

The oldest little girl began, "I'll be Mrs. Hamilton and you can be 
Mrs. Anderson. I'll telephone you." She then rang central and called 
for Mrs, Anderson. Mrs. Anderson answered at once and this was the 
conversation : 

"Is that you Mrs. Anderson?" 

"Yes. Is that Mrs. Hamilton?" 

"Can you come over and spend the day with me?" 



Reading 63 

"No; little Sarah is sick toda}- and I can't come. You come over and 
spend the day with me." 

"All right. I'll be over directly." 

Ting-a-ling. The receivers were hung up. They then changed their 
positions without getting up, and little Mrs. Anderson said, "I'm so 
glad to see you. Come in. I am sewing today. Did you bring some 
sewing with you?" 

The little girls then began to dress their paper dolls and to discuss 
their different dresses. After a short while, Mrs. Hamilton got up to 
leave and they went through with the usual procedure of leave-taking. 
The little girl walked away a few steps and then came back and they 
began to play something else. All of this drama of an adult's day was 
acted while the little girls were sitting within three feet of each other, 
and it was done with no equipment for making the action real other 
than two boxes of paper dolls. 

One day I was visiting a first grade room. I asked the little people if 
they liked to play stories. 

"I do," replied one little boy. "My mother brought me a new book 
about Robinson Crusoe the other day. After she read to me about him, 
I went into the room by myself and got me a stick for a gun and played 
that I was Robinson Crusoe." 

1. Purposes of Story-telling and Dramatization: 

a. To give the child the joy to be found in literary possessions. 

b. The story is the best means of establishing a spirit of understanding 

and S3mpathy between teacher and pupils. 

c. The story is a means of developing the power of self-expression. 

The children gain in this power of expression by 

(1) Retelling the story in their own words. 

(2) Dramatizing the story. 

(3) Drawing pictures to illustrate the story.* 

* For further discussion of story-telling see "Teaching Children to 

Read," Klapper — pp. 92. 

The last mentioned form of expression is especially important in the 
Second Grade. The child who is too timid to summon courage enough 
to take part in a dramatization may take great delight in making a 
picture to show what he sees in a story. The drawings made by a 
second grade class will be very crude, for a child at this age can not 
make a finished drawing. 

2. Steps in Dramatization: 

a. Story read in class by children or told by teacher. 

b. Story discussed. Children should get clear idea of 

(1) Setting 

(2) Characters 

(3) Part each character plays in story. 

c. Story told in whole or in part by children. 

d. Selection of children to take parts of different characters in story. 



64 Manual for Georgia Teachers 

e. Selection of places in room for different scenes of story and ar- 

rangement of simple materials needed. Elaborate stage-settings 
and costumes are not necessary. A red middie tie, worn to 
school by one of the children, can be used for the hood in "Little 
Red Riding H'^od;" a lunch basket or a box can serve for the 
basket; two chairs placed together or a short bench may serve 
as the bed in the grandmother's cottage; a coat will serve as the 
covering for the bed; a large handkerchief can be made into a 
cap for the grandmother; sticks will serve as axes for the wood- 
cutters. In the imagination of the child this simple equipment 
is made real and enables him to live through the emotions and 
experiences of the characters in the story. 

f. The last step in the dramatization is having the story played by 

the children. Freedom of interpretation and expression should 
be encouraged. 

Silent Reading. 
[. Suggestive exercises: 

a. Let class read paragraph. Call upon some one to give the thought 

of what was read. 

b. The above exercise may be varied by setting a time limit for the 

reading of paragraph, e.g., At signal from teacher members of 
class open books and begin reading. At the end of 20, 30, or 40 
seconds, depending upon the length of the paragraph, the teacher 
^ives signal for the books to be closed. Class gives thought of 
paragraph read. 

c. Let class read a selection by paragraphs and write out the main 

idea of each paragraph. 

d. Let some member of class read selection that is new to the class 

while other members of the class listen with closed books. In 
this exercise the reader realizes that his hearers know nothing 
of the content of the selection except what they gather from hi« 
reading and for this reason, giving the thought becomes his chief 
motive for reading. 

e. Towards the latter part of the third year the class may read a 

short story and rewrite the whole story in their own words. 

f. The teacher should continue to use devices for increasing the 

child's eye-span in reading. Such questions as "What fell on 
Biddie Widdie's head? How big were Troll's eyes? Why were 
the red people called Indians?" etc., may be written on cards and 
used in rapid drills in sentence reading. The cards should be 
held before the class for only a few seconds and the children 
should raise hands as soon as they are ready to answer. 



Heading 65 

Grades IV and V. 

I. Aims. 

1. To have children read an abundance of interesting material. 

2. To increase the rate of silent reading. 

3. To develop the ability to read with appreciation and expression. 

4. To train the children to organize the thought gained from reading. 

II. General Outline of Work: 

TYPE OF WORK. SOURCES OF MATERIAL. 

1. Oral Reading (for expression and Prescribed text-books, 
appreciation). Supplementary readings. 

2. Memory Work. Poems in prescribed texts. 

Poems in supplementary list. 

3. Story- telling and Dramatization. Appropriate stories in prescribed texts. 

Supplementary stories. 

4. Silent Reading. Informational selections in prescribed 

texts, 
History, geography, and nature stories. 
Arithmetic problems. 

III. Suggestions and Methods. 

Use of Dictionary. 

1. Work with the dictionary should be begun in the fourth grade. 

2. Each pupil should have a small abridged edition. 

3. Teacher should train pupils in its use. 

4. The study of diacritical marks should be introduced here as an aid 

to the correct pronunciation of words found in the dictionary. 

5. Often a word has several meanings given in the dictionary. Pupils 

should be trained to study the context relations of a word in read- 
ing and decide which of the meanings given is the one he desires. 

Oral Reading. 

1. In Grades IV and V the teacher should work to have pupils de- 

velop the ability to read with appreciation and expression. 

2. The most dramatic parts of a story may be selected for expressive 

reading. 

3. Pupils should sometimes be asked to select a favorite poem and 

read it to the class. If this privilege is conferred as a special 
honor upon those who have done their assigned work well, it 
will supply an additional motive for good reading. Pupil should 
read to class as audience. 

4. As an aid to oral reading, articulation, enunciation, and pronun- 

ciation drills may be given apart from the regular reading les- 
son. Drills on the correct pronunciation of such difficult words 
as attempt, thousandth, mints, etc., will train the pupils in voice 
control. "Clear Speaking and Good Reading" by Arthur Burrell, 
Longmans, Green & Co., gives good exercises in vocal training. 

5. The teacher should read stories and poems to all of the grades. 



QS Manual for Georgia Teachers 

This reading to the class gives her an opportunity of setting the 
standard for good oral reading. 

Supplementary Reading. 

1. As a result of the reading work in these grades, the mechanics 

of reading should become habitual. For this reason fourth and 
fifth grade pupils should read a large amount of material that 
is comparatively easy and compellingly interesting. 

2. The reading of an abundance of subject-matter will develop the 

ability to read rapidly and accurately. 

3. A sufficient supply of supplementary reading material for all of 

the grades is one of the greatest needs of our schools. 

4. The teacher should make every effort to meet this need in her 

school by raising funds for the purchase of story books and 
supplementary readers. 

Silent Reading. 

1. Suggestive exercises: 

a. Let children read a paragraph and express the thought in a 

single sentence. 

b. Assign a story to two or three members of the class. Let them 

divide the story into parts and read it to the class. 

c. Assign history, geography, and nature study stories. Let pupils 
read them at home and report on them in class. 

d. Teacher may read a part of a story to the class and let those 

who are interested finish the reading for themselves. 

e. Write a number of questions on the board. Let pupils read 

selection silently to find answers to the questions. 

Grades VI and VIL 

I. Aims: 

I. To have pupils read independently for information. 

2. To have pupils develop ability to organize thoughts gained from 

reading. 

3. To have pupils continue to develop their ability to read well orally. 

IL General Outline of Work: 

TYPE OF WORK. SOURCES OP MATERIAL,. 

1. Silent Reading for information Prescribed texts. 

and speed. Topics in History, Geography, and 

Agriculture. 
Rules for Volley Ball, Basket Ball and 

other games. 
Supplementary readings. 

2. Oral Reading. Prescribed text-books. 

Supplementary readings. 



Reading 67 

3. Memory Work. Poems and selections in prescribed 

texts and in supplementary read- 
ing's. 
Quotations from masterpieces taught. 
i. Story-telling and Dramatization. Appropriate stories in prescribed 

text-books. 
Supplementary stories. 
III. Suggestions and Methods, 

Silent Reading 

1. Suggestive steps in lesson in Silent Reading: 

a. Place on board an outline of selection to be read and let this 

outline "the silent reading during the study period. Or place 
on the board a list of questions based on the paragraphs of 
the selection to be read. 

b. At the beginning of the recitation let class give summary of in- 

formation relating to each topic in the outline. Or if questions 
have been listed, let them give answers to questions. It is not 
necessary to read the selection orally, but if there is doubt or 
difference of opinion about a statement, let pupils refer to book. 
Class should discuss topics freely. 

c. Assign new questions or a new outline for the istudy of the next 

lesson. Problems should be set up in the assignment. 

2. Exercises: 

a. See (Suggestions for lower grades. 

b. After reading a selection let class suggest title indicative of 

content. 

c. Let each pupil prepare a set of questions on a silent reading 

assignment. Let the class discuss and answer questions. 

d. Correlate the work in History, Geography, and Agriculture with 

readings, e.g., Assign a separate topic to each member of the 
class. Hold each pupil responsible for his topic only. En- 
courage class to do as much reference reading as possible and 
have them prepare an outline for their discussion in class. This 
exercise not only calls for a maximum amount of thought- 
getting in reading, but it gives the child training in organizing 
the information gained from reading and leads to the formation 
of correct habits of study. 
c. For rapid reading: 

(1) Let cla,ss turn to passage in newspaper, magazine, or book. 

(2) At signal from teacher books are closed. 

(3) At signal from teacher books are closed. 

(4) Have class write digest of facts. 

Note: The time limit set for this exercise will depend upon 
the length of the selection, 
f. Have pupils report in class on books and stories read at home. 



68 Manual for Georgia Teachers 

Remarks. 

1. Silent reading for information and speed should have most emphasis 

in Grades VI and VII. 

2. Work in oral reading should continue in these grades and em- 

phasis should be put on interpretation and expression. 

3. The work in story-telling and dramatization should continue. Good 

results will be secured if pupils in the seventh grade are per- 
mitted to tell stories to the primary grades. 

4. The teaching of the masterpieces in these grades offers the teacher 

an excellent opportunity to develop a love for good literature. 

Measuring Ability in Reading. 

1. The standardized reading tests make it possible for the teacher 

to diagnose her class and individual pupil difficulties. After she 
has given a reading test to her class and sees what the difficul- 
ties are she can work intelligently to overcome them. 

2. Some of the most widely used tests are: 

a. The Monroe Silent Reading Test 
Test I for grades III, IV, and V. 
Test II for grades VI, VII, and VIII 
Test III for grades IX, X, XI, and XII. 
Published by The Public-School Publishing Co., Blooming- 
ton, 111. 

b. Improved Scale for Measuring the Understanding of Sentences: 

Scale Alpha 2, parts i and 2, by E. L. Thorndike. 

c. Improved Scales for Word Knowledge or Visual Vocabulary, 

by E. L. Thorndike. 

Tests mentioned in b and c may be secured from Teachers 
College, Columbia University, New York City. 

LIST OF SUPPLEMENTARY STORIES AND POEMS. 

Many of the stories and poems in the prescribed text-books are 
appropriate to certain seasons and are much more effective if given at 
this time of year, e.g.. The stories of Columbus and those about the 
Indians given in the last part of the Practical Second Reader should 
be taught in October and not in January or February as they will be 
if che selections are taught in the order in which they come in the 
te it-book. 

This list of stories and poems for supplementary work is suggestive 
ar.d is given in the hope that it will be helpful to the teacher who wishes 
to make her reading work a source of joy and inspiration and power 
to her pupils. Do not be discouraged if you cannot use all of this 
material. Ea:h teacher will of course use all these aids that may be 
?i.'ailable. 



Eeading 69 

Grade I 

September 

1. MOTHER GOOSE: Humpty Dumpty. Sing a song of sixpence. This 

is the way we wash our clothes. Jack be Nimble. Come away and 
play. — "The Real Mother Goose." 

2. STORIES: The Old Woman and Her Pig. The Gingerbread Man.— How 

to Tell Stories. — Bryant. 

3. POEMS: My Shadow, by Stevenson. — Gold Nuggets of Literature. 

October. 

1. MOTHER GOOSE: Old King Cole. One two. buckle my shoe. Little Miss 
Muffett. Old Mother Hubbard. Hey, Diddle, Diddle. This little pig 
went to market. Ding dong bell. Pussy's in the Well. 

2. STORIES: Story of Columbus' Boyhood— Practical Second Reader. The 

Little Red Hen. — Riverside First Reader. 

3. POEMS: The Halloween Elf.- J. B. Tabb. The Haleburton.— Second 

Reader. Sleep and Rest, Tennyson. — Riverside First Reader. 

November. 

1. MOTHER GOOSE: Little Boy Blue. Little Bo Peep. Mistress Mary, 
Quite Contrary. Simple Simon. Hickory Dickory Dock. 

2. STORIEiS: The Story of the Pilgrims. The Story of the First Thanks- 

griving. — The Story Hour, Wiggin. 

3. POEMS: Thanksgiving, by Dydia M. Childs.— Gold Nuggets. 

December. 

1. MOTHER GOOSE: Little Jack Horner. Pat a Cake. Bye, Baby Bunt- 

ing. Baa, Baa, black sheep. Hushabye baby on the treetop. 

2. STORIES: St. Christopher.— Christ Tales, Hofer. The Story of the First 

Christmas. — The Story Hour, Wiggin. The Three Pigs. — How to Tell 
Stories, Bryant. 

3. POEMS: Hang up the Baby's Stocking. Away in a Manger. — (Luther's 

Hymn). 

January. 

1. MOTHER GOOSE: Review of rhymes taught. 

2. STORIES: Hare and the Tortoise. — Fairy Stories and Fables, Baldwin. 

Goldilocks and the Three Bears. — Best Stories to Tell to Children, 
Bryant. Three Billy Goats Gruff. — Practical Second Reader. 

3. POEMS: The Swing, by Stevenson.— Riverside First Reader. 

February. 

1. STORIES: Washington and the Cherry Tree. — The Story Hour, Wiggin. 

Cinderella. — Grimm's Fairy Stories. Snow White and Rose Red. — 
Grimm's Fairy Stories. 

2. POEMS: The Rain, Stevenson. — Gold Nuggets. Time to Rise, Stevensoa 

—Gold Nuggets. 



70 Manual for Georgia Teachers 

March. 

1. STORIES: The Lion and the Mouse.— Fairy Stories and Fables, Bald- 

win. Epaminondas. — Riverside Second Reader. 

2. POEMS: The Wind, Rosetti.— Gold Nuggets. 

April. 

1. STORIES: The Story of Easter and The Rabbit and the Easter Egg.— 

Haliburton Second Reader. Little Riding Hood. — Practical Second 
Reader. 

2. POEMS: The Rain Song, Loveman. The Friendly Cow, Stevenson. — 

Gold Nuggets. 

May. 

1. STORIES: Sleeping Beauty. — Riverside Third Reader. Raggylug. — Best 

Stories to Tell to Children, Bryant. 

2. POEMS: The Dandelion. — Gold Nuggets. Sweet and Low, Tennyson. — 

Gold Nuggets. 

Grade II. 

September. 

1. STORIES: Selections from Hiawatha's Childhood. — Riverside Third Read- 

er. Diamonds and Toads. — Grimm's Fairy Tales. The Dog and His 
Shadow. — Fables and Folk Stories, Scudder. 

2. POEMS: The Wind and the Leaves, Cooper.— Gold Nuggets. Little 

Raindrops, Colton. — Gold Nuggets. 

October. 

1. STORIES: Story of Columbus. The Little Jackal and the Alligator.— 

Riverside Second Reader. The Dog in the Mangec. — Fables and Folk 
Tales, Scudder. Beauty and the Beast. — Grimm's Fairy Tales. 

2. POEMS: The Boy and the Sheep, Jane Taylor.— Gold Nuggets. Dutch 

Lullaby, Eugene Field. — Riverside Third Reader. 

November. 

1. STORIES: The Shoemaker and the Elves.— Riverside Third Reader. The 

Story of the First Thanksgiving. — Story Hour, Wiggin. The Boy who 
cried Wolf. — Fables and Folk Stories, Scudder. 

2. POEMS: How the Leaves Came Down. — Gold Nuggets. Farewell to the 

Farm, Stevenson. — Gold Nuggets. 

December. 

1. STORIES: The Father and His Seven Sons.— Fables and Folk Stories, 

Scudder. The Mother of a King; The boy in the Temple, and The 
Carolers. — Christ Tales, Hofer. 

2. POEMS: Christmas Carol, Longfellow.— Gold Nuggets. A Real Santa 

Claus. — Riverside Third Reader. 

January. 

1. ;3TO'RIES: RumpelstiUJcin.— Grimm's Fairy Tales. The Crow and the 

Pitcher. — Fairy Stories and Fables, Baldwin. 

2. POEMS: The Land of Story Books, Stevenson.— Riverside Third Reader. 



Eeading 71 

February. 

1. STORIES: The Ugly Duckling.— Andersen's Fairy Tales. The Cat and 

the Parrot. — Best Stories to Tell to Children, Bryant. Story of Wash- 
ington and the Horse. Stories of Lincoln as a young man. 

2. POEMS: Fiddle, Diddle, Dee.— Riverside Second Reader. 

March. 

1. STORIES: The Leak in the Dyke.— Best Stories to Tell to Children, 

Bryant. The Ant and the Grasshopper and The Goose that laid the 
Golden Egg. — Fairy Stories and Fables, Baldwin. 

2. POEMS: The Wind, Stevenssn.- Gold Nuggets. 

April. 

1. STORIES: Little Pink Rosebud.— Best Stories to Tell to Children. The 

Man, the Boy, and the Donkey. — Fairy Stories and Fables, Baldwin. 

2. POEMS: April.- Gold Nuggets. The Wonderful World. 

May. 

1. STORIES: The Lark and Her Young Ones.— Stories to Tell to Children. 

Bryant. Raggylug. — Best Stories to Tell to Children, Bryant. 

2. POEMS: The Song of the Thrush. — Gold Nuggets, grasshopper Green.— 

Riverside Second Reader. 

, Grade III. 
September. 

1. STORIES: The Hare and the Hedgehog.— Riverside Third Reader. Little 

One Eyes, Two Eyes, Three Eyes. — Grimm's Fairy Tales. 

2. POEMS: September, Helen H. Jackson.— Gold Nuggets. Boy's Song, 

Whittier. 

October. 

1. STORIES: Life of James Whitcomb Riley. The Monkey, the Cat, and 

the Chestnuts. — Fairy Stories and Fables, Baldwin. 

2. POEMS: Where Go the Boats, Stevenson. — Riverside Third Reader. The 

Raggedy Man, Riley. The Corn Song, Whittier. 

November. 

1. STORIES: The Cat That Walked by Himself.— Jungle Book, Kipling. 

Getting Ready for Thanksgiving. — The Haliburton Second Reader. (This 
selection is especially good for an exercise in Silent Reading for in- 
formation.) 

2. POEMS: Little Orphant Annie, Riley —Gold Nuggets. A Thanksgiving 

Psalm. — Riverside Third Reader. 

December. 

1. STORIES: Golden Cobwebs.— How to Tell Stories, Bryant. The Story 

of the Three Wise Men. — Adapted from Bible. Story of the Fir Tree. — 
Hans Andersen's Fairy Stories. 

2. POEMS: Christmas Everywhere, Brooks. — Gold Nuggets. December. — 

Riverside Fourth Reader. 



73 Manual for Georgia Teachers 

January. 

1. STORIES: The Twelve Months, A Slov Tale.— Riverside Third Reader. 

How Rikki-Tikki saved Teddy. — Jungle Book, Kipling. 

2. POEMS: Psalm XXHI.— Bible. The New Year, Zetterbery.— Gold Nug- 

gets. 

February. 

1. STORIES: The Fox in the Well, Aesop.— Riverside Third Reader. Re- 

view stories of Washington's and Loncoln's boyhood. — Riverside Third 
Reader. Little Daylight. — How to Tell Stories, Bryant. 

2. POEMS: The Snowflakes, Sherman.— Gold Nuggets. The Song of Our 

Flag. — Riverside Third Reader. 

March. 

1. STORIES: Hans, Who Made the Princess Laugh. — Riverside Third 

Reader. Pied Piper of Hamlin. — Best Stories to Tell to Children, 
Bryant. 

2. POEMS: A Winter Song, E. H. Miller.— Gold Nuggets. My Lady Wind. 

— Riverside Third Reader. 

April. 

1. STORIES: The Lovliest Rose in the World. — Hans Andersen Fairy 

Stories. The Constant Tin Soldier. — Riverside Fourth Reader. 

2. POEMS: The Runaways, K. L. Brown. — Gold Nuggets. All Things 

Beautiful. — Riverside Third Reader. 

May. 

1. STORIES: Why Peter Rabbit Wears a White Spot.— Tell Me Another 
Story, Bailey. The Little Hero of Harlem. — Best Stories to Tell to 
Children, Bryant. Let children tell and dramatize those liked best. 

2 .POEMS: The Rainbow Fairies. — Gold Nuggets. Where Go the Boats, 
Stevenson. — Riverside Third Reader. 

Grade IV. 



September. 

Polyphemus and Ulysses and the Bag of Winds. — Adventures of Ulysses, 
Lamb. 

2. POEMS: Goldenrod.— Riverside Fourth Reader. September, H. H. Jack- 
son. — Gold Nuggets. 

October. 

1. STORIES: An Adventure of Tom, the Chimney Sweep.— Riverside Fourth 

Reader. Story of Perseus. — Old Greek Stories, Baldwin. Stories from 
Georgia History. 

2. POEMS:' October's Bright Blue Weather, H. H. Jackson.— Gold Nuggets. 

Bob White, Geo. Cooper. — Riverside Fourth Reader. 



Eeading 73 

Noveinber. 

1. STORIES: The Wooden Horse.— Riverside Sixth Reader. The Corn 

Story. — Riverside Third Reader. 

2. POEM'S: Thanlisgiving Hymn. — Riverside Fourth Reader. 

December. 

1. STORIES: Jason and the Golden Fleece.— Old Greek Stories, Baldwin. 

Selections from Christ Tales, Hofer. 

2. POEMS: A visit from St. Nicholas, C. Moore.— Gold Nuggets. Kriss 

Kringle. — Riverside Fourth Reader. 

January. 

1. STORIES: Aladdin. — Arabian Nights. Sinbad, the Sailor. — Arabian 

Nights. Story of Nancy Hart. — First Lessons in Georgia History. 

2. POEMS: Jack Frost.— Gold Nuggets. The Village Blacksmith.— River- 

side Fourth Reader. 

February. 

1. STORIES: Billy Beg and His Bull.— Best Stories to Tell to Children, 

Bryant. History of AH Babi and the Forty Robbers. — Aiabian Nights. 
History Stories used for Silent Reading exercises. 

2. POEMS: The Flag in Nature, S. F. Smith.— Gold Nuggets. Escape at 

Bedtime, R. S. Stevenson.— 'Riverside Fourth Reader. 

March. 

1. STORIES: Robinson Crusoe (in short form). The Arab and His Camel. 

— Riverside Fourth Reader. 

2. POEMS: The Daffodils, Wordsworth. March, Wordsworth.— Riverside 

Fourth Reader. 

April. 

1. STORIES: The Elephant's Child.-^Just So Stories, Kipling. Margaret 

of New Orleans. — How to Tell Stories, Bryant. The Nightingale. — 
Best Stories to Tell to Children, Bryant. 

2. POEMS: Perserverance, Celia Thaxter. — Riverside Fourth Reader. The 

Violet, Jane Taylor. — Gold Nuggets. 

May. 

1. STORIES: David and Goliath.— Best Stories to Tell to Children, Brj'ant. 

How the Water Lilly Came. — Wigwam Stories, Judd. 

2. POEMS: The Arrow and the Song, Longfellow. — Riverside Fourth Reader 

Grade V. 

Stories. 

How Thor got his Hammer. — In the Days of Giants, Brown. 
The Punishment of Loki. — In the Days of Giants, Brown. 
Prometheus. — Old Greek Stories, Baldwin. 
Merchant of Venice. — Tales from Shakespeare, Lamb. 
Robin Hood Stories. — Riverside Fifth Reader. 



74 Manual for Georgia Teachers 

Ki»e of the Golden River, Ruskin. 
Gulliver's Travels, Jonathan Swift. 
Two Little Confederates, Page. 

Poems. 
Columbus, Joaquin Miller.^ — The Riverside Seventh Reader. 
The Landing ot the Pilgrims Hemans.— Gold Nuggets. 
To The Fringed Gentian, William Cullen Bryant. — Gold Nuggets. 
The Corn Song, Whittier. — Gold Nuggets. 
Sky-Born Music, Ralph W. Emerson. 
The One-Hundredth Psalm. — Bible. 
Christmas Bells, Longfellow. 

Planting of the Apple Tree. — Riverside Fifth Reader. 
Evening on the Farm. — Riverside Fifth Reader. 

Grade VI. 

Stones. 
Stories of King Arthur. — Riverside Sixth Reader. 
Merchant of Venice. — Tales from Shakespeare, Lamb. 
The Story of the Trojan War.— Riverside Sixth Reader. 
Swiss Family Robinson, Swift. 
Boys of Other Countries, Taylor. 
The Spy, Cooper. 
The Other Wise Man. — Van Dyke. 

Poems. 
Snowbound, Whittier. — Riverside Sixth Reader. 
See selections in Gold Nuggets — Book III. 

Grade VII. 

Stories. 
Last of the Mohicans, Cooper. 

Selections from Treasure Island, Stevenson, — Riverside Seventh Readei 
The Tempest. — Riverside Seventh Reader. 
Christmas Carol, Dickens. 
See list of Reading Books for the Grades. 

Poems. 

Courtship of Miles Standish, Longfellow. 

Evangeline, Longfellow. 

To a "Waterfowl, Bryant. — Riverside Seventh Reader. 

Give us Men, Jas. G. Holland. 

Sir Galahad, Tennyson. , 

Chambered Nautilus.— Riverside Seventh Reader. 

Selections from Gold Nuggets. 

LIST OF SUPPLEMENTARY STORIES AND POEMS 
First Grade. 

Stories. 

1. The Gingerbread Man. — Riverside First Reader. 

2. The Story of the First Christmas. — The Story Hour, Wiggin. 

3. Epaminoudas. — Riverside Second Reader. 



Heading 75 

4. Little Black Sambo. — Published by F. A. Stokes Co. (Can be purchased 
at most any book store for 35 cents.) 

Poems. 

1. My Shadow, Stevenson. — Gold Nuggets of Literature. 

2. Sleep and Rest, Tennyson. — Riverside First Reader. 

3. The Friendly Cow, Stevenson. — Gold Nuggets. 

4. Mother Goose Rhymes. — "The Real Mother Goose." 

Second Grade. 

Stories. 

1. The Sleeping Princess. — Riverside Third Reader. 

2. The Shoemaker and the Elves. — Riverside Third Reader. 

3. Rumpelstillkin. — Grimm's Fairy Tales. 

4. The Little Pink Rosebud. — Best Stories to Tell to Children, Bryant 

Poems. 

1. Dutch Lullaby, Field. — Riverside Third Reader. 

2. Fiddle, Diddle, Dee. — Riverside Second Reader. 

3. A Real Santa Claus. — Riverside Third Reader. 

4. Grasshopper Green. — Riverside Second Reader. 

Third Grade. 

Stories. 

1. The Hare and the Hedgehog. — Riverside Third Reader. 

2. How Rikki-Tikki Saved Teddy. — Jungle Book, Kipling. 

3. Golden Cobwebs. — How to Tell Stories, Bryant. 

4. Hans, who made the Princess Laugh. — Riverside Third Reader 

Poems. 

1. September, Helen Hunt Jackson. — Gold Nuggets. 

2. Where go the Boats, iStevenson. — Riverside Third Reader. 

3. Christmas Everywhere, Brooks. — Oolil Nuggets. 

4. Psalm XXIII.— Bible. 

Fourth Grade. 

Stories. 

1. An Adventure of Tom, the Chimney Sweep. — Riverside Fourth Reader 

2. Selections from Arabian Nights. 

3. Billy Beg and His Bull.— Best Stories to Tell to Children, Bryant. 

4. The Elephant's Child. — Just So Stories, Kipling. 

Poems. 

1. Thanksgiving Hymn. — Riverside Fourth Reader. 

2. Kriss Kringle. — Riverside Fourth Reader. 

3. The "Village Blacksmith. — Riverside Fourth Reader. 

4. The Violet, Jane Taylor. — Gold Nuggets. 
For Grades V, VI, and VII, see original list. 



76 Manual for Georgia Teachers 



SPELLING 



By Supervisor M. L, Duggan and Miss Janie P. Duggan, 



INTRODUCTION: 

I. Definition : A good speller is one who spells ordinary words in 
common use correctly, with minimum attention on the spelling. 

IT. Content: The content of spelling, like the content of all school 
subjects, should be in close relationship with the vital interests of 
life and of the child. 

A. Sources of words for spelling are: 

1. Pupils own vocabulary. The spelling of words used by the 

child should be known. 

2. Words in ordinary use in life. These will probably become a 

part of the pupil's vocabulary. 

3. Ayres and Jones lists. Ayres list is a list of foundation words, 

carefully selected and graded according to difficulty. Jones 
list is a selected list of "one hundred demons of the En- 
glish Language," or words found mis-spelled most frequently 
in children's compositions. 

4. Words selected from reader and speller. The words should 

be carefully selected as adapted to pupils of a given state of 
development. 

5. Mis-spelled words in written work of pupils. This is the most 

vital source of content for spelling, and here the motive Is 
inherent. Each pupil should be required to keep a list of all the 
words mis-spelled in his written work. The teacher should 
have a duplicate list. 

B. Omissions. Many words formerly held important as inclusions 

in a speller or a spelling list should be entirely omitted. In this 
class are highly technical words, unimportant geographical names, 
many names in history, literature, etc. Words of this type may 
be written on blackboard by the teacher when a need for them 
arises, or in the upper grades may be looked for in dictionary. 

III. Amount of time given to spelling.— Fiitecn minutes a day for five 
days in the week is usually considered a sufficient amount of time 
in which to get desired results in spelling. More than this often 
means waste. 



Spelling 77 

IV. Amount of assignment — The number of new words per lesson 
should not exceed three in the first three grades. Two or three 
review words should be added. The number of neiv words for 
remaining grades should not exceed five or six. 

V. Method — The aim of the teacher should be to "show pupils how to 

apply thinking to the mastery of words. Her task is to point out 
to the pupils what there is to think about in a word and to show 
them how to think about it before attempting to memorize." The 
chief points to be emphasized ?re pronunciation, meaning, use, 
spelling. 

Method may be considered from the standpoint of 

A. The assignment 

B. The study 

C. The recitation. 

A. The assignment should always receive the closest attention of both 

teacher and pupils. The following procedure is suggestive: 

1. The teacher may write the word on the board, prououncing it 

distinctly while writing it. 

2. The teacher may then develop the meaning of the word orally 

with the class by giving definition and calling for a sentence 
using the word. 

3. The teacher may divide the word into syllables calling on pupils 

to spell it by syllables. 

4. The teacher should next call attention to any difficult part of 

word; for example, (i) in relief, ie is the difficult part; (2) 
in separate, the a forms the difficulty. 

5. The teacher should also call attention to the parts already 

known. 

6. The pupils should then write the word on paper, saying it as 

they write it. 

7. Pupils may spell the word orally, with closed eyes, and pro- 

nounce. 

As progression is made through the grades, some of these 
steps may be combined. 

B. When pronunciation, meaning and use of word are known, pupils 

are ready to study its spelling. In study, the pupil should form 
the habit of discriminating between difficult and easy words in 
a list, and concentrate on the former. 

The study lessons may very often and with profit immediately 
follow the assignment. This is especially advisable in the pri- 
mary grades. 

Recognizing that correct spelling is mainly a result of memory, 
the pupil should, with conscious attention mechanize the spel- 
ling of the word. This is done through the appeals to the eye, 
the ear, and the motor coordinations. 



78 Manual for Georgia Teachers 

Train the eye to see clearly 

Train the ear to hear accurately 

Train the voice to enunciate distinctly 

Train the hand to reproduce readily. 

C. The recitation proper consists in testing the pupil's ability to spell 
the word assigned and studied. Both oral and written testing 
are desirable; however the pupil's ability to spell given words is 
actually tested when the word is used and correctly spelled in 
spontaneous and in dictated written work. 
In checking up the work of the recitation it is found that errors 
may be due to 

1. Omissions — as rembrance for remembrance, or raing for raming. 

2. Substitutions — as t for d in "heredity.' 

3. Redundancy (letters added)— as nzWes for nails; whitch for 

which, etc. 

The teacher should diagnose the special difficulties of individual pupils, 
and thus conserve effort. All errors may be traced to one of two types: 
either (1) there is definite formation of a ivrong bond or habit, as when 
the pupil invariably spells a certain word in the same incorrect way; or 
(2) there is a failure to form any definite bond whatever, as when the 
word is mis-spelled in various ivays, the pupil not adhering to one par- 
ticular spelling. 

It is valuable for the child to often check his own work, rather than 
exchange with a fellow pupil, for in this way he may consciously correct 
his own errors. 

If words are learned so well that they can be correctly spelled for 
five successive days, they may be considered as mastered, provided 
occasional general reviews are given. 

Overlearning or study of words already known is a great waste of 
effort and time. 

To summarize the method of learning to spell a word: 

1. See it. 

2. Hear it. 

3. Say it. 

4. Read it. 

5. Spell it orally. 

6. Copy it. 

7. Write it. 

No one method of presentation is alwnys best. 

VI. Motivation. The following suggestions for motivation may prove 
valuable : 

A. Let the teacher enlist pupil cooperation in selection of words for 

study, and in determining parts of words that require especial 
attention. 

B. "Competition appeals to a universal human interest." 
Two forms of coinpotition arc suggested: 

1. The pupil may compete -with others of his class. 



Spelling 79 

2. Far more valuable is the competition which involves beatiny 
one's own record. By keeping his own score from day 
to day the pupil is stimula^ted to strive constantly for self- 
improvement. 
C. When the content or subject matter of the spelling lesson consists 
of words taken from individual written work of pupils, interest 
in the correct spelling of the words is inherent. Here the pupil 
actually sees his own need, hence motivation is assured. 

\ II. Measurement in Spelling. Spelling scales have been constructed 
for measurement in spelling, but only the ability to spell the words 
given is measured. From the standpoint of one definition "a good 
speller is one who spells correctly words in common use with 
minimum attention on spelling," the first task of measurement is 
to determine what are the "ordinary words in common use" and 
then grade these words in the order of difficulty. Measuring 
scales that have been constructed are: 

1. Ayres Measuring Scale for Ability in Spelling. (Copies may be 

purchased from the Division of Education, Russell Sage Foun- 
dation, New York City.) 

2. Buckingham Spelling Scale. (Obtained from Bureau of Publi- 

cations, Teachers College, Columbia University, New York 
City) Teachers College Contributions to Education No. 59- 

3. Courtis's Standard Research Tests in Spelling. (Obtained from 

S. A. Courtis, 82 Elliott Street, Detroit, Michigan.) 

4. Starch's Spelling Tests. (Daniel Starch, Madison, Wisconsin.) 

VIII. Use of Dictionary. By the end of the elementary school pupils 
should be able to 

I. Find a word in the dictionary quickly. 
2. Understand accent and syllabication signs. 

3. Discover derivation of words from English equivalents of for- 

eign words. 

4. Pick out the meaning that fits a given content. 

5. Find pronouncing key. L 

Beginners 

I. Train the ear oy pronouncing distinctly initial consonants, as w2-an ; 
m-zt; m-ama, etc. Give many words beginning with same and similar 
sounds. Prolong with emphasis the initial consonant. 

2 Train the voice to reproduce by having children pronounce same 
words with similar emphasis on the initial consonants, individually and 
in concert. 

3. Train the eye by writing same words for developing ready recog- 
nition of symbols. 

4. Train for motor coordination by having children reproduce symbols 
in writing, at the same time giving their sounds. 

Drill fl"" above several times daily. 



80 Manual for Georgia Teachers 

1. Teach the at family; c-at; Z>-at; /-at; m-at; j-at, etc., similarly as 
above. 

2. Have the children point out and sound the phonograms. 

3. Associate sound of phonogram with written symbols. 

4. Have children underline at (phonogram) in the words. 

5. Let children help build words containing the phonogram. 

6. Let children help construct a chart with words so built. 

1. Teach new words. First teach only words'that are spelled phonet- 
ically. 

2. Show that such words "spell themselves when correctly and dis- 
tinctly pronounced." 

Examples: Poem, many, separate, etc. 

3. Be careful that all children get correct first impressions as to 
pronunciation, meaning, and spelling. Let them hear, say, and see all 
new words before attempting to spell them. 

4. Oftentimes devices for fixing the order of letters in the memory may 
be resorted to profitably. Examples: "Many has a man in it." Let 
them find the man. "Many is a word many people misspell." Have 
them write the sentence. 

Testings. .Only after v/ords have been thoroughly taught and 
learned should there be testing in the primary grades. 

Note: It is not deemed necessary to give more details as to spelling 
in the primary grades because of the fact that spelling should be taught 
in connection with reading in these grades. Phonics and diacritics will be 
treated under the subject of Reading. 

In Upper Grades. 

(a) Assignment; (b) independent study; (c) testing, should charac- 
terize every spelling lesson in the elementary grades. Too little attention 
is usually given to the assignment. Here, often, is the best opportunity 
for the teacher to teach. ''Prevention is better than cure." In the 
assignment the teacher will have opportunity to anticipate and obviate 
difficulties that might arise in independent study. Generally one-third of 
the period may profitably be devoted to the assignment of the next lesson. 
Give correct first impressions by careful pronunciations. Discuss mean- 
ings and uses of the words, sometimes derivations and history, call atten- 
tion to any special characteristics of particular words, challenge pupils' 
thinking powers in the study of the lesson. Supervise independent study of 
lesson by imposing short time limitation, thereby stimulating concentration. 
Encourage free use of the dictionary by pupils. Study non-phonetic words 
in the way best suited to the individual type of imagery, by visualization, 
by writing, by repeating the letters in their proper order, or in combina- 
tions of two or more ways. Apply rules and devices — the "seed" words: 
succeed, exceed, proceed, supersede, may be easily learned when it is 
remembered that all the others are spelled cede. 

Very little time need be taken up in testing apart from the ordinary 



Spelling 81 

written work of the school. Occasionally dictation is good for the pur- 
pose of testing the ability to spell common words "with minimum atten- 
tion on the spelling;" but when indulged in too often is a waste of time 
because of the recurrence of these common words. Immediate correc- 
tion of their own errors in written spelling cannot be urged too strongly. 
It is often well to call attention to the number of errors and let pupil 
find them. 

Suggestions For a Spelling Lesson in Fourth Grade. 

The class may take up, as an oral English lesson, a study of the present 
work of the Red Cross since the war is over, or what the Red Cross does 
in time of peace. A short time before Armistice Day is a psychological 
time for such a lesson. The teacher develops with the class the many 
kinds of work taken up by the Red Cross, such as aid given in cases of 
flood, famine, fire, sickness, epidemics, etc. All of these are types of 
service included in one expression, viz : relief. For an assignment in 
spelling, following the English lesson possibly, these words, the meaning 
of which have already been developed, are written on the board and pro- 
nounced, and difficult parts noted, etc., food, relief, i&mine, peace. When 
the time comes for a written English lesson on the above topic, these 
words have already been mastered by every pupil. (Call attention to 
the rule that "when in doubt, as to whether the i or the e comes first in 
such words as relrVf, recfzve, behVve, etc., remember that "i precedes e, 
except after c, or when sounded as a, as in neighbor or weigh." 

Synonyms and antonyms should be developed in oral and written 
English work, thus affording variety of expression and enlarging pupils' 
vocabulary. In teaching the spelling of homonyms it is best to develop 
one of a set first, as to meaning and spelling. When the one is firmly 
fixed, then in a subsequent lesson the second one of the set may be 
developed, and comparisons made between the two. For example: 
principal — princi^/e. First develop with the pupils principal with all of 
its meaning, etc. This tends to prevent confusion of the two in the mind 
of the pupil. 

Principles For Selection and Organization of Spelling and Words Studies. 

— Bonser. 

1. The selection of words to be studied should be based wholly upon 
needs which are revealed by written work and by problems in the 
recognition and pronunciation of words in reading. 

2. Those words only which are misspelled should appear in spelling 
lists made up from day to day. These words should be taught by 
definite attention to their respective difficulties and practice given in 
writing them until they are learned. Reviews from time to time should 
be provided to prevent lapses for words not written with much frequency, 
or words offering special difficulties. 

3. When sufficient capacity is developed, children should be definitely 



8'i Manual pou Geoegia Teachers 

instructed in the most rapid and efficient methods of using the dictionary 
for both pronunciation and meaning. 

4. As a part of the study of content m ever) subject, as occasion offers, 
attention should be called to the exact use of words in expressing mean- 
ings of the root significance of parts of derivative words as a help in get- 
ting meanings, of the uses of sj'nonj^ms and antonyms for variety of ex 
pression, of the origin of particular words as these are found in their set- 
ting in history, literature, geography, or the practical arts, and of all 
other situations w^hich may serve to develop interest in words as repre- 
senting ideas and to make children increasingly intelligent in their use. 



Spelling 



83 



Measuring Scale for Ability in Spelling 

(Reprinted here by the courtesy of Dr. Leonard P. Ayres, Director Russell Sage Foundation, 
Division of Education.) 





A 


B 


C 


D 


E 


F 


Grade \i 


99 


98 


96 


94 


92 


88 


Grade III 






100 


99 


98 


96 


Grade IV 












100 




me 


and 


a 


the 


he 


of 




do 


go 


it 


in 


you 


be 






at 


is 


so 


will 


but 






on 


she 


no 


we 


this 








can 


now 


an 


all 








see 


man 


my 


your 








run 


ten 
bed 
top 


up 

last 

not 

us 

am 

good 

little 

ago 

old 

bad 

red 


out 

time 

may 

into 

him 

today 

look 

did 

like 

six 

boj' 

book 



Use of the Scale Explained 

The numbers at the top of the columns indicate the per cent of correct spellings of a word 
that may be expected in the grade named in the margin (See scale pp. 13(>-141). That is, 
if the words in column L are given as a test, the average standing of an entire second grade 
should be about 50 per cent; for a third grade, about 73 per cent; for a fourth grade, about 
88 per cent; for a fifth grade, about 94 per cent; for a sixth grade, about 98 per cent; and for 
a seventh grade, about 100 per cent. 

To illustrate: Suppose a teacher wishes to test the spelling ability of a second grade. 
Since the words in each column are of approximately equal spelling difficulty any number 
of words from that column may be given as a test. Twenty is a fair number to use. If 20 
words from column L are given and there are eight children in the second grade, there would 
be 160 spellings of the words. About 80 of these spellings must be correct to give the grade 
an average spelling ability of about 50 per cent, which for that column is the standard.score 
for the grade. 

If 20 words are selected from the same column by which to test the spelling ability of a 
fourth grade composed of eight children, again there would be 160 spellings of the words. 
But if this grade possesses average spelling at)ihty according to the Ayres Scale somewhere 
about 140, or 88 per cent of the spelling, must be correct. 

To illustrate further: If a child is given a spelling test of 20 words from column L and 
spells 10 words correctly, he has second grade spelling ability. If he spells 15 words, or 75 
per cent of them correctly, he has third grade spelling ability. If he spells 19 of them cor- 
rectly he has fifth grade spelling ability, and so on. 



84 



Manual for Georgia Teachers 
WORD STUDY 



G 


H 


1 


J 


K 




84 


79 


73 


68 


58 


Grade 1 1 


94 


92 


88 


84 


79 


Grade III 


99 


98 


96 


94 


92 


Grade IV 




100 


99 


98 


96 


Grade V 








100 


99 


Grade IV 


by 


day men 


nine take 


seven near 


became 


price 




have 


eat for 


face Mr. 


forget down 


brother 


become 




are 


sit ran 


miss after 


happy why 


rain 


class 




had 


lot was 


ride thing 


noon pill 


keep 


horse 




over 


box that 


tree what 


think want 


start 


care 




must 


belong his 


sick than 


sister girl 


mail 


try 




make 


door led 


got its 


cast part 


eye 


move 




school 


yes lay 


north very 


card still 


glass 


delay 




street 


low 


white or 


south place 


party 


pound 




say- 


soft 


spent thank 


deep report 


upon 


behind 




come 


stand 


foot dear 


inside never 


two 


around 




hand 


yard 


blow west 


blue found 


they 


burn 




ring 


bring 


block sold 


post side 


would 


camp 




live 


tell 


spring told 


town kind 


any 


bear 




kill 


five 


river best 


stay life 


could 


clear 




late 


ball 


plant form 


grand here 


should 


clean 




let 


law 


cut far 


outside car 


city 


spell 




big 


ask 


song gave 


dark word 


only 


poor 




mother 


just 


winter alike 


band every 


where 


finish 




three 


way 


stone add 


game under 


week 


hurt 




land 


get 


free 


boat most 


first 


maybe 




cold 


home 


lake 


rest made 


sent 


across 




hot 


much 


page 


east said 


mile 


tonight 




hat 


call 


nice 


son work 


seem 


tenth 




child 


long 


end 


help our 


even 


sir 




ice 


love 


fall 


hard more 


without 


these 




play 


then 


feet 


race when 


afternoon club 




sea 


house 


went 


cover from 


Friday 


seen 






year 


back 


fire wind 


hour 


felt 






to 


away 


age print 


wife 


fuU 






I 


paper 


gold air 


state 


fail 






as 


put 


read fill 


July 


set 






send 


each 


fine along 


head 


stamp 






one 


soon 


cannot lost 


story 


light 






has 


came 


May name 


open 


coming 






some 


Sunday 


line room 


short 


cent 






if 


show 


left hope 


lady 


night 






how 


Monday 


ship same 


reach 


pass 






her 


yet 


traift glad 


better 


shut 






them 


find 


saw with 


water 


easy- 






other 


give 


pay mine 


round 








baby 


new 


large 


cost 








well 


letter 












about 













Spelling 



85 





L 


M 


N 


Grade II 


50 






Grade III 


73 


68 


58 


Grade IV 


88 


84 


79 


Grade V 


94 


92 




88 


Grade VI 


98 


96 




94 


Grade VII 


100 


99 




98 


Grade VIII 






100 




catch 


indeed point 


trust 


almost 


except 


least 




black 


four within 


extra 


brought 


aunt 


sorry 




warm 


herself done 


dress 


less 


capture 


press 




unless 


power body 


beside 


event 


wrote 


God 




clothing 


wish 


teach 


off 


else 


teacher 




began 


because 


happen 


true 


bridge 


November 




able 


world 


begun 


took 


offer 


subject 




gone 


country 


collect 


again 


suffer 


April 




suit 


meet 


file 


inform 


built 


history 




track 


another 


provide 


both 


center 


cause 




watch 


trip 


sight 


heart 


front 


study 




dash 


list 


stood 


month 


rule 


himself 




fell 


people 


fix 


children 


carry 


matter 




fight 


ever 


born 


build 


chain 


use 




buy 


held 


goes 


understand 


death 


thought 




stop 


church 


hold 


follow 


learn 


person 




walk 


once 


driU 


charge 


wonder 


nor 




grant 


own 


army 


says 


tire 


January 




soap 


before 


pretty 


member 


pair 


mean 




news 


know 


stole 


case 


check 


vote 




small 


were 


income 


while 


prove 


court 




war 


dead 


bought 


also 


heard 


copy 




summer 


leave 


paid 


return 


inspect 


act 




above 


early 


enter 


those 


itself 


been 




express 


close 


railroad 


office 


always 


yesterday 




turn 


flower 


unable 


great 


something among 




lesson 


nothing 


ticket 


miss 


write 


question 




half 


ground 


account 


who 


expect 


doctor 




fathe. 


lead 


driven 


died 


need 


hear 




anything such 


real 


change 


thus 


size 




table 


tnany 


recover 


wire 


woman 


December 




high 


morning 


mountain few 


young 


dozen 




talk 


however 


steamer 


please 


fair 


there 




June 


mind 


speak 


picture 


dollar 


tax 




right 


shall 


past 


money 


evening 


number 




date 


alone 


might 


ready 


plan 


October 




road 


order 


begin 


omit 


broke 


reason 




March 


third 


contract 


anyway 


feel 


fifth 




next 


push 


deal 




sure 





86 



Manual for Georgia Teachers 
WORD STUDY 






P 


Q 




50 






Grade 1 1 1 


73 


66 


58 


Grade IV 


84 


79 


73 


Grade V 




92 


88 


84 


Grade VI 


96 


94 


92 


Grade VII 


99 


98 


96 


Grade VIII 


eight 


remain 


spend 


regard 


sometimes ledge 




afraid 


direct 


enjoy 


escape 


declare claim 




uncle 


appear 


awful 


since 


engage primary 




rather 


liberty 


usual 


which 


final result 




comfort 


enough 


complaint 


length 


terrible Saturday 




elect 


fact 


auto 


destroy 


surprise appoint 




aboard 


board 


vacation 


newspaper 


period information 




jail 


September 


beautiful 


daughter 


addition whom 




shed 


station 


flight 


answer < 


employ arrest 




retire 


attend 


trave 1 


reply 


property themselves 




refuse 


between 


rapid 


oblige 


select special 




district 


public 


repair 


sail 


connection women 




restrain 


friend 


trouble 


cities 


firm present 




roya 


during 


entrance 


known 


region action 




objection 


through 


importance several 


convict justice 




pleasure 


police 


carried 


desire 


private gentleman 




navy 


until 


loss 


nearly 


command enclose 




fourth 


madam 


fortune 




debate await 




population 


truly 


empire 




crowd suppose 




proper 


whole 


mayor 




factory wonderful 




judge 


address 


wait 




pub lieh dire e tion 




weather 


request 


beg 




represent f orw ard 




worth 


raise 


degree 




term although 




contain 


August 


prison 




section prompt 




figure 


Tuesday 


engine 




relative attempt 




sudden 


struck 


visit 




progress whose 




forty 


getting 


guest 




entire statement 




instead 


don't 


department 


president perhaps 




throw 


Thursday 


obtain 




measure their 




personal 




family 




famous imprison 




everything 




favor 




serve writttn 




rate 




Mrs. 




estate arrange 




chief 




husband 




remember 




perfect 




am ount 




either 




second 




human 




effort 




slide 




view 




important 




farther 




ele ction 




due 




duty 




clerk 




include 




intend 




though 




running 




company 




o'clock 




allow 




quite 




support 




position 




none 




does 




field 




knew 













Spelling 



87 



50 
66 
79 
88 
94 



forenoon 
lose 

combination 
avenue 
neighbor 
weigh 
wear 
entertain 
salary 
visitor 
publication 
machine 
toward 
success 
I drown 
adopt 
secure 
honor 
promise 
wreck 
prepare 
vessel 
busy 
prefer 
illustrate 
different 
object 
provision 
according 
already 
attention 
education 
director 
purpose 
common 
diamond 



together 

convention 

increase 

manner 

feature 

article 

service 

injure 

effect 

distribute 

genera 1 

tomorrow 

consider 

against 

complete 

search 

treasure 

popular 

Christmas 

interest 



58 
73 
84 
92 



often 

stopped 

motion 

theater 

improvement 

century 

total 

mention 

arrive 

supply 

assist 

difference 

examination 

particular 

affair 

course 

neither 

local 

marriage 

further 

serious 

doubt 

condition 

government 

opinion 

believe 

system 

possible 

piece 

certain 

witness 

investigate 

therefore 

too 



50 
66 
79 
88 



guess 

circular 

argument 

volume 

organize 

summon 

official 

victim 

estimate 

accident 

invitation 

accept 

impossible 

concern 

associate 

automobile 

various 

decide 

entitle 

political 

national 

recent 

business 

refer 

minute 

ought 

absence 

conference 

Wednesday 

really 

celebration 

folks 



58 
73 
84 



meant 

earliest 

whether 

distinguish 

consideration 

colonies 

assure 

relief 

occupy 

probably 

foreign 

expense 

responsible 

beginning 

application 

difficulty 

scene 

finally 

develop 

circumstance 

issue 

material 

suggest 

mere 

senate 

receive 

respectfully 

agreement 

unfortunate 

majority 

elaborate 

citizen. 

necessary 

divide 



Manual for Georgia Teachers 

WORD STUDY 



V 


W 


X 


Y 


Z 




50 










Grade VI 


66 


58 


50 






Grade VII 


79 


73 


66 


58 


50 


Grade VIII 


principal 


organization 


immediate 


decision 


judgment 




testimony 


emergency 


convenient 


principle 


recommend 




discussion 


appreciate 


receipt 




allege 




arrangement 


sincerely 


preliminary 








reference 


athletic 


disappoint 








evidence 


extreme 


especially 








experience 


practical 


annual 








session 


proceed 


committee 








secretary 


cordially 










association 


character 










career 


separate 










height 


February 











2. One Hundred Spelling Demons of the English Language 

(Reprinted here by the courtesy of Dr. H. F. Jones of the University of South Dakota.) 

These one hundred words, Dr. Jones found, are the words which are most often mis- 
spelled by children in the elementary grades. They should be spelled in the fourth grade 
and repeated in each grade above the fourth. 



always 


dear 


many 


two 


among 


doctor 


meant 


too 


any 


every 


making 


trouble 


again 


easy 


minute 


tear 


ache 


early 


much 


tired 


answer 


enough 


none 


though 


business 


friend 


often 


through 


been 


February 


once 


they 


buOt 


forty 


piece 


tonight 


busy 


grammar 


ready 


truly 


believe 


guess 


raise 


used 


beginning 


hoarse 


road 


very 


blue 


half . 


straight 


which 


break 


having 


sugar 


where 


buy 


hour 


shoes 


women 


can't 


heard 


said 


write 


country 


here 


says 


writing 


could 


hear 


sure 


would 


color 


instead 


since 


Wednesda> 


choose 


just 


some 


wear 


coming 


knew 


seems 


whether 


cough 


know 


separate 


whole 


don't 


laid 


their 


won't 


does 


lose 


there 


wrote 


done 


loose 


Tuesday 


week 



Writing 89 



WRITING 



Walter B. Hill, State School Supervisor. 



Writing should not be regarded as an end in itself, but rather as a 
means to an end. Nevertheless, w^riting is a subject of importance. The 
pupil is required to do written vi^ork every day, in spelling, grammar, 
history and other subjects. Many pupils w^ill have occasion to make use 
of their vi^riting ability as soon as they leave school. When a boy or girl 
makes application for employment, the character of the applicant is 
judged by the legibility and neatness of the letter, as vi^ell as by the 
English used, the statements made, and the references given. Boys or 
girls vv^ho w^rite in a careless manner are not wanted in business estab- 
lishments. Legibility, neatness, and speed in writing are at a premium in 
banks, law offices, ticket offices, real estate and insurance firms, stores, 
newspaper offices, the schoolroom, and elsewhere. From the vocational 
standpoint, therefore, writing is an important subject. This fact should 
be impressed on the pupils, otherwise they will have to learn it by bitter 
experience after they leave school. 

One of the first aims in education is the "command of fundamental 
processes." A pupil who writes in such a way that his words, though 
properly spelled, are not readable, cannot be said to have command of 
either spelling or writing. The most beautiful English may be written in 
such a way as to make it resemble Sanskrit, the meaning of the characters 
being a matter of conjecture, and a fit subject for argument. 

Much illiteracy is due to the fact that the illiterates were not taught to 
write when in school. No teacher should say, "My pupils cannot learn to 
write." Where there has been no learning, there has been no teaching. 

A. PRECAUTIONS TO BE TAKEN AS TO LIGHT. 

Although it is very important that children should be taught to write, 
if they learn at the. expense of their eyesight, the price paid is too great. 
A great many people are wearing eyeglasses today and suffering from 
weak eyes and defective vision caused by abuse of the eyes in school days. 
The teacher should pay special attention to the following: 

1. Test the child for vision. It may be that he is near-sighted or far- 
sighted and needs glasses to correct the defect. 

2. See that the child has a sufficient light, when waiting. Pupils should 
never be allowed to sit in a dark corner when writing. 

3. Do not let children write with sunbeams falling across the paper 



90 Manual for Georgia Teachers 

Direct sunlight is too intense and glaring. Adjust the window shades to 
remedy this trouble. 

4. See that the light comes from the right direction. Of course, it 
should never come from the FRONT, as nothing is more ruinous 
to eyesight than constantly gazing into light. If the light comes from 
behind, the pupil must write in his own shadow, and if it comes from his 
right, his hand will cast a shadow on the page. Light should therefore 
come from the LEFT, and preferably over the left shoulder. 

5. Do not let pupils write in a cross-light, if it can possibly be avoided. 
A pupil who writes with a window on his left, and one on his right, for 
instance, is writing by two lights of different intensity and direction, and 
the eye muscles are strained by his constant effort to adjust the pupils of 
his eyes to both lights at once, 

6. The most common mistake made is to permit children to write by 
light that comes from a window BELOW THE LEVEL OF THEIR 
EYES. The child needs no light except that REFLECTED from the 
paper, and the direct light from the window, which strikes his eye, is 
much brighter than the light reflected from the paper. Unfortunately, 
this mistake cannot be avoided in many schools until the windows are 
replaced properly. A number of so-called school architects still imagine 
that school windows are for observational purposes, rather than for 
lighting. 

B. PRECAUTIONS AS TO DESKS OF PUPILS. 

In rural schools, there are usually desks of several sizes. A good rule 
is, "Rows should consist of desks of one size." The smallest desks should 
be placed nearest the windows. The desks should overlap the seats by 
at least two inches. One object of observing these precautions is to 
prevent pupils from raising the right shoulder higher than the left, due 
to the writing desk being too high. (Lateral curvature of the spine often 
develops from carrying one shoulder higher than the other.) Another 
object is to prevent pupils from crouching over to write, which tends to 
develop flat chest and round shoulders. As far as possible, each desk 
should be adjusted to the individual child, and the feet of the children 
should rest on the floor. Health is most important in education. 

Aims in Teaching Writing. 

I, Legibility is the first aim — "fancy writing" is not desired. Presi- 
dent Cleveland once said that his only claim to greatness was the fact that 
his handwriting was almost illegible. Some allowance may be made for 
the shortcomings of greatness, but ordinary mortals are expected to write 
a readable script. Napoleon Bonaparte is said to have lost the battle of 
Waterloo because one of his field marshals could not read a dispatch 
written by the French Emperor. Illegible epistles, capable of most any 
interpretation the receiver chose to assign them, have been the cause of 
misunderstandings, quarrels and a vast amount of litigation. Legible 



Writing 91 

script IS writing that can be read easily. The demands of legibility are 
as follows: 

(a) Uniformity in the formation of letters — all a's alike, etc. 

(b) Correct form of letters — m unlike n; g unlike ;', etc. 

(c) Proper spaces between every word in the same line. 

(d) Lines parallel, with sufficient space between them. 

(e) Proper use of capital letters. (See chapter on Grammar.) 

(f) Correct punctuation. (See chapter on Grammar.) 

Note: In the interest of ligibility, the practice of writing on the back 
of paper, writing up the margin, and the insertion of omitted words by 
use of a (x), should be discouraged. 

2. Neatness. The teacher should refuse to accept any written work, 
written, torn, dirty or blotted, or lacking in neatness from any cause. 

3. Rapidity. In writing, as in arithmetic, "time is of the essence," and 
the teacher should impress on the pupils the value of time by such 
proverbs as, "The mill will never, never turn, with the water that is 
past," and "The wheels of time turn only one way." Rapidity should 
not be sought until accuracy of form has been secured. 

State Adopted Writing Books. 

There is no magic in any system of writing. The writing books 
adopted by the State Board of Education are the Berry Writing Books. 
These books are sold at five cents a copy, and there is a book for each 
grade; thus Book Two is the "Mother Goose Book," and Book Four is 
the "Flower Book." The Berry method of penmanship is based on a 
combined movement of forearm and fingers, the letters being formed by 
finger movement and the transition from letter to letter being effected by 
motion of the forearm. The forearm is pivoted lightly on the largest 
part of it, just below the elbow. The children are taught to make letters 
correctly by copying models, under the teacher's direction. 

Position of Fingers and Arm. 

Children do not learn to write automatically. The teacher should see 
to it that the following directions are observed. It is much easier to have 
children form correct habits, than to break them of bad ones. 

1. The pencil or pen should be held lightly between the thumb and first 
two fingers. It should cross the second finger at the top of the nail, and 
rest just behind the knuckle. The pen should make an angle of about 
forty-five degrees with the surface of the desk. 

2. The sliding rest for the hand is furnished by the third and fourth 
fingers, which curve under the middle of the hand, with the nails down. 
The fingers should touch each other at the second joint, as they do 
naturally when the hand hangs by the side. The end of the index finger 
should be about an inch from the point of the pen. The pen should never 
be gripped, as muscular pressure makes easy writing impossible. 



92 Manual for Georgia Teachers 

3. The inside corner of the thumb, near the nail, should touch the pen 
at or just below the first joint of the index finger. 

4. The wrists should be nearly flat and slightly raised above the top of 
the desk. 

5. The forearm should rest easily on the largest part, below the elbow, 
and the elbow joint should extend over the edge of the desk. 

Position of Writing Book or Paper. 

The edge of the paper nearest the writer (the bottom) should make an 
angle of about thirty degrees with that edge of the desk nearest him, 
according to the slant of the script. The up-and-down movements (as in 
making letters 1, f, g) should be away from and toward the body, the 
inclination of the paper causing the slant. The position of the paper is 
in keeping with the arc described by the swing of the forearm, and this 
makes it easier to keep the lines parallel. 

Movements Used in Writing. 

See that in writing, the pupils use the muscles of the fingers and those 
of the forearm in conjunction. The formation of the letters by extending 
and contracting the thumb and first two fingers is known as the Finger 
Movement. This movement cannot, of course, be independent of the 
forearm. The rotary and vibratory motion of the arm, resting on the 
muscles below the elbow, is known as the Rest-Arm Movement. This 
movement facilitates the oblique and lateral motions used in going from 
letter to letter and from word to word, as well as in the formation of 
letters. 

In the so-called "muscular movement writing" great reliance is placed 
on the motion of the arm. While exaggerated claims are sometimes 
made for this style of writing, the arm movement is easier to manage, the 
longer it is used. It is difficult to manage at first, and the pupils will 
depend too much on the Finger Movement alone in the beginning. This 
danger must be guarded against. Too much use of the finger movement 
soon tires the writer. 

The various movements used in shaping the letters, such as making the 
large oval (capital O), the pull-stroke, push-and-puU stroke, the hill- 
stroke (used in forming m, n, etc.), the hook-stroke, and the formation of 
of words by letters, are fully described in "Suggestions for Teaching 
Writing," published by the B. D. Berry Company, 623-633 South Wabash 
Avenue, Chicago, 111. The price of the book is forty cents. This manual 
is well illustrated and contains detailed directions for teaching writing 
through the seventh grade. As the Berry Books have been adopted in 
Georgia, the teacher should procure a copy of this manual. 

General Suggestions. 

I. For teaching small letters: Have pupils study the copy so that they 
readily recognize any letter, no matter where it is used. Each letter has 



Writing 93 

certain features which distinguish it from all other letters. The pupils 
must pick out these characteristics for themselves, as far as possible, 
under the teacher's guidance. This will serve to help the pupils in 
shaping the letter, and will promote uniformity in formation of letters- 

Lead the pupils to see wherein certain letters are alike. For instance 
"m" and "n" are somewhat similar; "d" may be formed from "a"; "j" is 
made up of part of "g" and part of "i." 

Do not confuse pupils by pointing out more than one defect at once. 
Have pupils select the best specimens of their own writing and, by com- 
parison, see the most prominent fault in their letters. 

In writing from a model sentence or word at the top of the copy 
book, children are apt to copy the last line of their own writing. Have 
them use a piece of paper folded so as to conceal all writing except the 
model and the line they are working on. Pupils should be required to 
master the writing of a given letter before trying to learn another one. 
Show that "i" is not "i" without the dot, and there is no "t" without the 
cross-mark. 

2. For teaching words: After the letters have been mastered, the 
pupils can be taught to combine letters in forming words. This involves: 

(i) Changes in the beginning and ending of letters so that they may 
be properly joined. 

(2) Relative size of the letters. 

(3) Proper spaces between letters. 

(4) Study of word as a whole. 

(5) Time used to write word. 

Insist on a reasonable amount of speed from the first, or the pupils will 
get no conception of time value, putting all their attention on the proper 
shape of letters. For instance, in writing the word "on," the count for 
"o" is 2, and that for "n" is 2, so the total count for the word is 4; but 
a count of i should be allowed for going to the next word, hence the total 
count is 5. Compare words "far" and "for" as to joining of the "a" to 
"r" and the "o" to "r." In the word "time," "m" takes more space 
than "i." Emphasize accuracy, but before leaving the word, be sure that 
the pupils can write it rapidly. Speed in writing will cure the fault of 
tremulous writing, due to hesitant handling of the pencil or pen. 

4. For Teaching by Grades'. 

First Grade: Use soft lead pencil, on unglazed paper. Make no 
attempt to teach forearm movement. Have pupils learn to white large 
oval (capital O) on the board, imitating work of teacher. Teach "pull 
stroke," "push-and-puU stroke," "hill stroke," and "hook stroke," making 
use of blackboard for demonstration and practice. Letters should be 
large. Teach pupils to write the word "ON," applying movements 
learned. 

Second Grade: (Berry Book I) Use same writing materials. Teach 
pupils to hold pencil properly. Do not allow pupils to GRIP pencil — 
stress fundamental points of desk work, correct position, etc. Have 
children write capital O at desks. Teach children to write their own 



94 Manual for Georgia Teachers 

initials, using capital letters. Emphasize the making of capital letters 
Pay attention to correct form of letters. Do not permit children to write 
until they become tired. 

Third Grade: (Berry Book II) Pupils should begin work with pen 
and ink in this grade. Teach proper use of pen, blotter and pen-wiper. 
Work for improvement in shape of letters and for freedom of movement 
in forming them. Study letters to ascertain distinguishing characteristic 
of each one. Review strokes and letters learned. Insist on fair speed 
by counting as the children write. Ascertain the number of letters made 
per minute, and work toward a standard for the AVERAGE child in the 
grade. Teach proper position of paper on desk. 

Fourth Grade: (Berry Book III) Practice actual writing of words, 
with emphasis on formal drill. Insist on correct type of movement. 
Formation of letters by finger movement, with arm movement used to 
pass from one letter to the next one. Begin on reproduction of letters 
and words from memory. Teach comma, question mark, quotation mark, 
etc. Practice all letters, capital and small, in writing words. Correlate 
writing with spelling. 

Fifth Grade: (Berry Book IV) Before finishing this grade, the pupils 
should develop the habit of writing with correct movement. Increase in 
speed should be one aim of the work in this grade. Put emphasis on 
neatness, as secured by uniformity in shaping letters. Correlate writing 
with language and geography, in order to motivate the lesson and sustain 
interest. In this grade, the pupils should develop the ability to write new 
words acceptably, without making use of a model. (By vizualization.) 

Sixth Grade: (Berry Book V) In this grade, the pupils should become 
fairly proficient in writing, making proper use of the finger and forearm 
movement (the combined movement). It is not natural for every pupil 
to write in the same way, but freedom of movement, and flexibility should 
be insisted on. Correlate the work closely with history and literature. 
Aim at obtaining a degree of proficiency that would be acceptable in a 
business establishment. Demand the best of each pupil. Put emphasis 
on automatic writing, so that the pupil's mind may be concentrated on 
the thoughts expressed by the sentence. 

Note: In the higher grades. Berry Books VI, VII, and VIII may be 
used. The above suggestions are taken, in part, from the Berry Manual 
and Writing Books, 

Standards of Penmanship. 

Proficiency in handwriting can be measured, just as proficiency in 
spelling, reading and in other subjects can be measured. By means of a 
writing scale, any specimen of handwriting can be "rated," or assigned to 
a place of certain rank in the scale. A writing scale is carefully made up 
by expert penmen and critics, after they have studied hundreds of speci- 
mens, including the best and the worst. By arranging the various speci- 
mens of handwriting in order, beginning with the best, it is possible to 



Writing 95 

classify the specimens and assign to each class its relative rank. In the 
division of this Manual devoted to "Special Subjects" w^ill be found an 
article on ''Educational Tests." By referring to this article, the teacher 
will find w^here a writing scale, with directions for using it, may be 
obtained. 



96 Manual for Georgia Teachers 



ARITHMETIC 



By President R. H. Powell, Prof. J. F. Wood, and Miss Emily 
GooDLET, of the South Georgia Normal School. 



Statement of Principles. 

The teacher of arithmetic needs to have at her command a large body 
of sound educational theory to guide her in her practice. 

(i) She needs to know what are the more commonly recognized 
values of arithmetic and what are the legitimate and desirable ends to be 
attained through the teaching of the subject. 

(2) She needs to know what subject-matter is best suited to the accom- 
plishment of the desired results. She must have a keen sense of relative 
values. She must know what to select, what to reject, and to what to 
give special emphasis. 

(3) She must know how to organize and in what order to present th<* 
subject matter to secure the best results. 

(4) She must know and apply sound pedagogical methods and devices 
in teaching the subject. 

(5) She must know how to measure or test the results obtained. 

I. On a scale of values arithmetic is universally recognized as holding 
a place second only to that of language. In fact the need for number 
concepts seems to be as fundamental and as universal in human history as 
the need for language itself. The following are the more important 
reasons assigned for teaching arithmetic in the elementary schools: 

(i) Because of its immediate practical or utilitarian value. 

(2) Because of its preparatory value. 

(3) Because of its value as a language. 

(4) Because of its value as a means of presenting concisely, vividly, 
and graphically many kinds of valuable data, social, scientific, economic, 
industrial, etc. 

(5) Because of its culture value. 

The realization of the above named values is the ultimate goal of 
arithmetical instruction. The means to this end constitute the teacher's 
immediate aim, viz: To develop in the child the specific habits and 
abilities necessary to cope successfully with the arithmetical situation* 
and problems incident to an efficient life lived under modern social 
conditions. 

Stated more specifically and concretely, the aim is to develop those 
special habits and abilities which make (i) for accuracy and speed in 



Writing 57 

dealing with the fundamental operations, and (2) for efficiency in 
problem solving. 

2. In the second place, the teacher must know what to teach. It may 
be said that in this matter the teacher has no choice, since the state 
prescribes the textbooks to be taught. It needs to be borne in mind, 
however, that what the state prescribes is the minimum, and that this 
minimum is to be adapted and supplemented by the teacher. 

On account of their social significance, it is recommended that the 
following topics receive special emphasis: The fundamental operations 
with whole numbers and fractions, simple mensuration of surfaces and 
solids, percentage, simple interest, bills and accounts, saving and loaning 
money, banking, borrowing, discount, building and loan associations, 
investments, stocks and bonds, levying taxes, public expenditures, insurance 
and public utilities. 

For lack of social significance the following topics should be omitted 
from the elementary curriculum: Apothecaries weight, troy weight, 
furlong and rood in square measure, dram and quarter in avoirdupois 
weight, surveyors tables, reduction of more than two steps, G.C.D. and 
L.C.M. except by inspection, true discount, cube root, partnership, com- 
pound proportion, compound and complex fractions, all fractions with 
denominations such as 13, 17, 19, 23, 29, or greater than 36, and all 
decimals with more than three places; annual interest, progression, and 
allegations. 

3. In the third place, the subject matter must be organized according 
to the logic of the learner rather than according to the logic of the 
subject as a science. 

4. In the fourth place, the teacher must know how to teach the subject. 
The results of modern psj'chological research justify the division of 
arithmetic into two clearly defined fields : One, that of drill, wherein the 
child is taught to add, subtract, multiply, and divide skillfully whole 
numbers and fractions; the other, that of problem solving, wherein the 
child is taught to perceive quantitive relationships, to understand the 
meaning and use of such terms as: commission, discount, sfocks, bonds, 
taxes, levies, insurance, etc., to appreciate arithmetical situations, to 
understand the principles operative in the present-day business world, and 
to solve the many types of problems incident to our complex civilization. 

Methods of instruction must be chosen in the light of its purposes. As 
stated above, the immediate aim sought in teaching arithmetic is a twofold 
one: (i) Efficiency in the fundamentals; (2) efficiency in problem solv- 
ing. In the first there is demand for habits of accuracy and speed in the 
fundamentals ; in the second there is demand for reflective thinking, syste- 
matic inference and proof. 

The method appropriate to the first is systematic well motivated drill 
wherein are applied the laws of habit formation. Stated in psychological 
terms, these laws are: (i) The process to be habituated must be made 
focal in consciousness; (2) there must be attentive repetition till the habit 
is stamped in and made automatic; (3) no exceptions must be allowed. 



98 Manual fou Georgia Teachers 

Stated in popular terms, this means that the child must pay attention to 
the form of the act or process that is to be made habitual; that he must 
give much time to a regular thoughtful practice; and that he must do or 
say the thing the same way each time. For example, 6X9 must always 
call for 54 as a response, and 1/2-^3/4 must always call for 1/2X4/3- 

In solving problems the method to be used is that of induction or 
deduction, depending on the nature of the problem and the maturity of 
the student. With young children the work must be made as objective 
and concrete as possible, and this calls for the inductive method. 

(5) Finally, the teacher must be able to test or measure the results of 
her work as revealed in the accomplishments of her students. This 
means that she must have a reliable standard of measure. The tradi- 
tional examination test has been found to be inadequate. Recently much 
time and labor have been devoted by experts in the field of experimental 
pedagogy to the task of devising standard scientific tests or scales for 
measuring educational products. As a result there is now available a 
rumber of standardized tests with complete directions as to the method 
of applying them. The most popular and possibly the best one of these 
is. "Courtis Standard Research Tests," which can be secured from S. A. 
Courtis, 82 Eliot Street, Detroit, Michigan. 

Outline of Work by Grades. 

First Grade. 

The arithmetic work of the first school year is so closely related to the 
children's lives in both material and method that it can hardly be called 
a separate subject. Only so much of number work is given as will serve 
a definite end in such activities as nature study, garden making, games, 
:ind drawing. It is informal and incidental in the sense that it gives the 
child number experiences in school situations which arise naturally and 
call for a real use of numbers. The aim is to develop the number concept 
through these experiences and to meet the child's needs in counting, com- 
paring, and measuring. 

Counting and Reading Numbers: The pupil learns to count and read 
the numbers to one hundred. He counts the number of children in 
his class, those seated in each row, absent or tardy, books, pencils, and 
papers needed for each row. He reads the numbers of pages of his book, 
date on calendar, and house numbers. He counts groups of objects as 
m.arbles, beans, blocks, and children marching by 2's, 4's, 5's, and lo's. 
When learning to tell the time, from the clock face, he is learning to read 
the Roman numerals through XII. 

Writing Numbers: As the number idea is developed, the child is 
taught to write symbols i, 2, 3, etc., paying especial attention to the form 
of the figures. In the number games he soon learns to keep his own 
score. 

Measures: By handling the ruler in the art and industrial work, he 
learns the inch, six inch, foot, yard. "Playing store" is a successful way 



Arithmetic 99 

of teaching pint, quart, pound, dozen, half dozen, cent, nickel, dime, 
dollar. Day, week, month, year are taught by keeping records, making 
weather charts, etc. 

Addition: The simple combinations of two numbers with the inverse 
subtraction cases are taught with objects and by games in which simple 
scores are kept; such as. Ring, Toss, Tag, Bean Bag, Hull Gu\l, 
Dominoes. 

In the second half of this year the work with numbers may be more 
formal and there should by the end of the year be a conscious checking up 
of the number facts learned. The Addition tables should be known at 
least as far as the sums of lo and 12. The vertical form of addition as 
4 
3 

7 . , 

is more frequently used for drill than 4-[-3=7 because it is the form they 
will need in actual calculation. 

Fractions: The ideas and forms of the fractions are taught by fre- 
quent use of expressions like 1/2 of an apple, 1/3 of the class, 1/4 of the 
foot ruler. 

Language: The teacher should provide such experiences as will 
make clear the language of arithmetic: taller than, larger than, equal, 
twice as large, and, less, more than. 

Problems: Simple problems involving easy number combinations are 
suggested by the children's interests and experiences. These should 
be oral and the children encouraged to make up problems themselves. 

Second Grade. 

Review and drill upon the number facts taught during the first 
year. The oral work of counting, reading numbers, making problems, 
etc., continues. Games are constantly used and scores of increasing 
difficulty are recorded. More time is now given to written work. The 
spirit and method of teaching new facts are the same, yet objects are 
used only so long as necessary. Their continued use may be harmful. 

Reading and Writing Numbers: Numbers to lOOO. Counting 100 by 
2's, 5's, lo's, 3's, etc. Reading, writing, and spelling names of numbers 
through 100. The meaning of the signs -)-> — » X> ~^' ^^^ =^- 

Roman Notation: Reading and writing numbers through XII. Read- 
ing chapter numbers in their books through fifty. 

Measures: Pint, quart, gallon, peck, bushel, quarter and half dollar, 
half hour and quarter hour; half inch, quarter inch, square inch, ounce, 
pound. 

Addition: Addition facts completed through the forty five combi- 
nations. Both forms 3-4-2=5 and 2-|-3=i5 are taught as the knowledge 
of one does not guarantee the other habit. Speed and accuracy are 
given through games and card drill. Addition of numbers of two 



100 Manual for Georgia Teaohers 

figures involving carrying may be given near close of year but not more 
than four or five numbers in a column. Establish early the habit of 
checking results by adding from top dow^n and from bottom up. 

Subtraction: Numbers of three orders used, figures in subtrahend 
not to exceed those of the minuend. 

Multiplication: The idea of times a number is developed through 
grouping objects and by column addition of the same, then the product 
learned both ways as 3X5==;i5 and 5X3=i5- The multiplication 
tables of 2's, lo's, 5's, 3's, and 4's are taught in this order and drilled 
upon through games and devices. 

Division: This is taught as the inverse case of multiplication. The 
fact that 4X5=^0 and 5X4=20 brings out the inverse facts of 
20-^-4=5 and 20-^-5=4. Oral drill on how many 5's in 20, 2's in 20, 
3's in 20 is good preparation for short division. 

Fractions: 1/2, 1/3, 1/4, 1/8, 1/5, 1/6 are taught and orally added 
and substracted, using objects or folding paper. 

Language: The pupil is taught the use of exact language which 
accompanies clear thinking. The terms used must be given meaning, 
as, sum, difference, addition, substraction, units, tens, hundreds, rect- 
angle, cube, square inch. 

Drill: Much drill is needed. Be careful to drill in forming habits in the 
way in which they will continue to be used. Do not allow any habits 
to be formed which need to be broken if this can be avoided. There 
is need for a great number of specialized habits. 

For the second half of the year's work the teacher may use the text 
book, Morey's Little Folks Number Book. But the teacher should 
remember that the student is hardly advanced enough in reading to 
use this text without constant assistance. 

Grade IIL 

Review work of second grade. 

The work of this grade should give ( i ) accuracy and rapidity in 
the four fundamental processes operating in intergers and fractions, 
(2) simple exercises in the application of these processes to the real 
problems of life, (3) and a knowledge of the tables of measurements 
which are in common use. There is still a place for games, but the 
selection should be made to suit the age and changing ability of the 
children. Give thorough drill upon the four fundamental processes. 
Beginning in this grade, continuing through the following grades, the 
standard tests should be used to determine the standing of the class 
as compared with the same grade in other schools and graphs made 
to show improvement from time to time. The pupil may be stimulated 
to greater effort through rivalry with his own record. 

The work is based upon the state adopted text book, yet the teacher 
should make a choice of subject matter offered and supplement this to 
meet the needs of this particular class and this community. 



Arithmetic 101 

While much time is still given to oral drill in both abstract and con- 
crete problems, the operations now involve larger numbers, and the 
child begins to acquire the habit of writing his computations. 

Notation and Numeration: Numbers to 1,000,000. Roman numerals 
to C. Reading and writing dollars and cents (but there is no need to 
explain the decimal point except to say that it separates dollars and 
cents). 

Counting: By 6's, 7's, 8's, 9's as preparation for these multipli- 
cation tables. 

Addition: Review the 45 combinations of one-figure numbers. Writ- 
ten work with four figure numbers, including dollars and cents, but 
long columns of figures should be avoided. The carrying in addition 
is the new element and the child should be prepared for this by a 
thorough understanding of the place value of a number. 

Substraction : Numbers of four digits, including dollars and cents, 
some of the digits of the subtrahend to exceed those of the minuend 
Checking of results should be required. 

Multiplication: Tables completed through lo's. Multiplication with 
one and two figure multipliers. 

Division: Much oral division by one-figure divisors, including num- 
bers which give remainders. Written work with numbers of four 
orders and one-figure divisors. 

Fractions: Oral work in addition, substraction, and reduction of 
fractions having the same demoninators. Reduction should be intro- 
duced by means of objects, and drawings, but these discarded as soon 
as possible. Drill on the fractions in common use as 1/2, 1/3, 1/4, 1/5, 
etc. 

Terms taught: Addends, remainders, minuend, subtrahend, multi- 
plier, product, divisor, surface, perimeter, area. 

Problems: Many problems of one step based upon school experiences 
as, buying supplies, luncheon, personal accounts, should be used. 

Text Book: Wentworth-Smith Essentials of Arithmetic, Primary 
Book, through p. i66, 

Fourth Grade. 

The essentials of arithmetic will have been touched upon by the close 
of the fourth school year. It is important that the work be so planned 
and executed as to insure a mastery of the fundamental operations thus 
leaving the pupil free to concentrate on the reasoning side of the work 
and on the study of business application of these processes. The aim 
should be to secure (i) accuracy by always checking, (2) rapidity by 
setting a time limit upon all work. In doing this the school is giving 
valuable training for the business world. 

Reading and Writing Numbers: Numbers to 1,000,000. Some prac- 
tice in reading billions because of the interest in Liberty Loans, indebted- 
ness of foreign countries, and big business. But the operations should be 



102 Manual for Georgia Teachers 

confined to smaller numbers. Teach use of the Roman numerals, C, 
D, M. 

Addition and Substraction: Rapid oral drill, especially on the com- 
binations with 7, 8, 9, For written work, numbers of not more than six 
orders. Much practice in making change. By this time the pupil should 
understand and use intelligently the terms sum, remainder, difference, 
minuend, subtrahend. 

Multiplication: More drill on the tables. These may be extended 
to include the n's and 12's. Use multipliers of two and three orders and 
be sure to include multipliers containing zeros; as, 300, 204. 

Division: Short division reviewed. Long division introduced. Divi- 
dend not to exceed six orders, and divisor, two or three orders. Teach 
checking of division by multiplying quotient by divisor. Teach the 
terms, divisor, dividend and quotient by requiring their use in explana- 
tion of work. Teach first how to divide, how to get the right answer, then 
explanations and reasons may be given as the intelligence of the class 
demands them. The child will get his reasons from his experience 
with numbers. 

Fractions: Much oral work in addition, substraction and reduction 
with the common business fractions. Some written work with fractions 
whose common denominators may be determined by inspection. 

Measures: The tables of measures as given in the text book should 
be reviewed and taught by actual experiment. Have the measures in 
the school room, even if they are only borrowed, and have the pupils 
make the tables by doing the work of weighing and measuring. Much 
of the poor work in arithmetic results from the use of meaningless terms. 
Give the pupils experience with concrete things which will put meaning 
into the processes. Show them that there is no principal involved which 
is not found in intergers. 

Textbook: Wentworth-Smith Essentials of Arithmetic, Primary Book 
completed. 

Fifth Grade. 

For review of fourth grade work much new material using appropri- 
ately larger numbers will be found in the textbook. 

Two-step problems are introduced and more attention given to the 
method of solving problems. Exactness of thought is indicated by 
accuracy of statement. The pupil should know what a problem states 
and what it asks for. The solving of a problem depends in a large 
measure, upon the ability to read the problem, so special attention should 
be given to the language difficulty. The kind of problems used should 
be those that life then and later will set. Make many problems 
related to the grade subject-rnatter in geography, fine and industrial 
arts, nature study, industries of the community and local business. Do 
not hesitate ta substitute these for text book problems of less value. 

Measures: Continue the work of the fourth grade, selecting only 



Arithmetic 103 

the practical cases for extended study. Operations with numbers of two 
denominations will meet the usual demands. 

Common and Decimal Fractions: This is the important work of the 
grade. Give much practice in the four operations with the small frac- 
tions of ordinary business, and rapid, oral and written drill in the re- 
duction of common fractions to decimal fractions and vice versa. Little 
need is found for fractions with denominations greater than i6, 32, and 
36. A common denominator can be selected by inspection. Common 
factors should be taught and cancellation used as a method of shorten- 
ing work. In such processes as division of a fraction by a fraction 
teach first how to do it. It is important to build the habit of inverting 
the divisor and multiplying and why you do so is not so important. 

The pupil has been using decimal fractions but now the use of the 
decimal point is explained and the name of the decimal orders taught 
to millionths. In the division of decimals, the divisors should be limited 
to three decimal places. At this point an elementary treatment of per- 
centage may be introduced, and there should be free interchange of per 
cent forms, decimal fractions, and common fractions as, ^^=2^-^100= 
0.25=25%. Use aliquot parts as, I2>2C=$H- 

Textbook: Wentworth-Smith Essentials of Arithmetic. Intermediate 
Book — to page 185. 

Sixth Grade. 

Review the work of the previous grades. The teacher should be 
familiar with the course of study as outlined for each grade, and should 
continue to drill along these lines. 

The leading features of this year's work are percentage and its appli- 
cations, particularly discount, profit and loss, commission and interest. 
Only real cases are considered, and the examples follow as closely as 
possible to the common business customs of the mercantile world. Em- 
phasis is put upon finding a per cent of a number and finding what per 
cent one number is of another. Give thorough drill upon the common 
per cents and fractions of business, as 1/3=33 i/3*^> etc. 

Measures: This should be confined to measurements of simple sur- 
faces and solids, and should include practical cases of house building, 
plastering, and carpentering which are going on in the school neigh- 
borhood. 

Textbook: Wentworth-Smith Essentials of Arithmetic, Intermediate 
Book completed. 

Seventh Grade, 

In the seventh grade there should be a systematic review of all num- 
ber facts and processes taught. This review should be made from a 
higher standpoint and new material introduced. The pupil should show 
a real acquaintance with numbers by a correct use of mathematical 
language. Most of the time of this grade is given to the business appli- 
cations of percentage. The aim of the course is to give a working 



104 Manual for Geoegia Teachers 

knowledge of business practices, to explain the ordinary business cus- 
toms and terms, and to apply the arithmetic learned to the genuine 
problems of life. 

The boy and girl should now be informed about the business life into 
which they will soon enter. They should be familiar with the number 
experiences involved in the following: 

Simple accounts: Income and expenditures of daily life, the farm, 
home or shop. 

Buying by mail and paying by check or draft. 

Investing money In Liberty Loan Bonds and Thrift Stamps. 

Fire and Life Insurance. 

Work of the clearing house of the banks. Deposit Banks and Sav- 
ing Deposits. 

Levying taxes in town or city. 

Important foreign measures. 

Foreign exchange in current use. 

Sale slips, bills, and receipts. 

Textbook: Wentworth-Smith Essentials of Arithmetic, Advanced 
Book. 

Reference Books for the Teacher. 

How to Teach Arithmetic, Brown and Coffman; The Teaching of 
Arithmetic, David Eugene Smith; The Teaching of Arithmetic, Klapper; 
Supervision of Arithmetic, Jessup and CofFman; Teaching of Primary 
Arithmetic, Suzzallo; A Text Book on Teaching Arithmetic, Stamper; 
Special Method in Arithmetic, C. A. McMurry. 



Geography 101 



GEOGRAPHY 



Miss Julia M. Bethune, G. N. & I College. 



In order that the Study of Geography may not be meaningless, the 
emphasis is no longer to be placed on the study of the earth in itself, but 
is to be placed on the study of the earth in its relation to man and life. 
Therefore we cannot study Geography without considering the life and 
work of mankind. 

The study of Geography has been inefficiently done if some ability has 
not been developed in the pupils to image and interpret things beyond 
their horizon by means of and through the use of illustrative materials 
seen and handled. 

Since the power of imagination and interpretation grows as the pupils 
progress, provision should be made in every year where Geography is 
taught, to place an emphasis each year on that phase of the subject which 
is best fitted to the child's interest and experience. By beginning with 
the near and familiar types of industrial activities, together with the 
observation of physical conditions which affect industry, notions are given 
through which the children may image the remote areas beyond their 
vision. In this way an effort is made to bring into use continually the 
old, related knowledge to interpret and comprehend the new subject 
matter to be presented. The work presented in each grade then grows 
out of the ideas gained in the preceding grade. Following such a plan, it 
will no longer be possible to lay aside completely the study of one conti- 
nent when the subject of another new continent is begun. 

No extensive study of geographical facts can be made in the primary 
grades, but the purpose in these grades is to provide the child with oppor- 
tunities for observation and experience which will form a basis for more 
definite Geography work in the upper grades, when he is required to go in 
imagination to different regions which lie beyond the horizon of his 
observation and experience. 

An attempt must be made in the primary grades to arouse and stimu-' 
late an interest in People and Things. In order to do this the Geography 
work in the immediate locality of the child must serve as a starting 
point, and through this as a center of interest the studies of home life are 
constantly used as a basis of comparison and contrast for the lives and 
conditions of distant people. 



106 Manual for Georgia Teachers 

Third Grade. 

Home Geography. 

I. Seasonal Changes: 

1. Relation of Changing Seasons to the Life of Children. 

(a) Games played in other seasons compared. 

(b) Food. 

(c) Clothing. 

2. Relation of Changing Seasons to life of Animals. 

(a) Preparation for Winter, thicker fur. 

(b) Storing of food, 

(c) Building nests and homes. 

3. Relation of Changing Seasons to Occupation of People about us. 

(a) In the Home. 

(b) In the Garden. 

(c) In the Field. 

4. Relation of Changing Seasons to Vegetation. 

(a) Seed formation and seed dispersal. 

(b) Dying of Plants. 

(c) Changing of coloration of Trees. 

(d) Trees that lose their leaves. 

(e) Evergreen Trees. 

II. Weather Conditions: 

1. Sun's apparent daily path across the sky. 

(a) Observation of position at different hours of the day. 

(b) Compare length of days for several weeks. 

2. The Wind. 

(a) Study Weather Vane. 

(b) Directions of the Wind. 

(c) Force of Wind, kites, windmills, movement of branches of treei 

(d) Changes the direction of the Wind causes: 

What wind brings warm weather with clouds and rain? 
What winds bring clear weather? 
What winds bring cold weather? 

3. Make Weather Record Showing. 

(a) Date. 

(b) Direction of Wind. 

(c) Appearance of Sky. 

(d) Temperature. 

(e) Kind of day, rain, frost, ice, snow, dew, or fog indicated 

on chart. 

(IT. Water and land forms in the Community. 

1. Water Supplies, needs of man, plants, and animals. 

(a) Observation of wells and springs. 

(b) Uses of underground water, how obtained, in our homes, by 

plants, by trees. 

(c) Study briefly water supply of Community. 

2. Streams, (Visit stream in neighborhood). 

(a) Description, size, direction, bed, banks, vegetation near stream, 
fb) Same Stream after rainfall, note and explain change. 

(c) Work of stream — what it carries, where it gets load and 

where it carries it. 

(d) OLakes and Ponds: 

Cause of broadening of Stream. 

Uses of Ponds and Lakes, fishing, etc. 

Rwamps, how caused. 



Geography 107 

Life of vegetation and animals. 

3. Rivers. 

(a) Rill, rivulet, brook, branch, fall, creek. 

4. Oceans. 

(a) Means of travel. 

(b) Atlantic Ocean studied in connection with 
Story of Columbus. 

Story of the Pilgrims. 

5. Types of land in the neighborhood. Effect of land upon the making 
of a settlement. Our homes and where they are built. 

6. Effect of surface features in securing necessities of life. Occu- 
pations of neighboihood determined by land and water forms. The 
farm interest centered on principal crop of community. 

IV. Map Work. 

Introduction to the study of map work. Care must be taken that 
children are not called upon to use symbols on the maps until they 
know thoroughly the things for which the symbols stand. 

1. Maps Made. 

(a) Schoolroom"; (b) School house; (c) School grounds. Maps 
should be made on blackboard or manilla paper. 

2. Ix>cation and Direction. 

(a) Let child walk about room, class indicate on map the di- 

rection the child went. 

(b) Locate from the map various objects in the room in relation 

to the teacher's desk. 

(c) Link location with direction. 

World Geography. 

I, Stories of Child Life in other lands T 

The fact that people live differently because the environment i^ 
different should be emphasized in presenting this phase of the work. 

1. Life in Cold Lands. 

(a) Eskimo Life, food, clothing, shelter, mode of travel. 

2. Life in Temperate regions. 

(a) Life in the Highlands, Swiss boys and girls. 

(b) Life in the Lowlands, Dutch Children. 

(c) Life of Children in England, Prance and Germany presented 

in connection with Christmas customs in different lands. 

(d) Life of Indians, homes, clothing, food and occupation. 

3. Life in Tropics. 

(a) Child life on the Desert. Little Arab boy. 
(b)) Child life in Hawaii, homes, food, kinds, means of securing 
food, preparation and serving, clothing and modes of travel 

References for Children: 

Big People and Little People of Other Lands. — Shaw. 

How We Travel. — Chamberlain. 

How We Are Clothed. — Chamberlain. 

How We Are Fed. — Chamberlain. 

How We Are Sheltered. — Chamberlain. 
References for Teachers: 
The Teaching of Geography. — Dodge and Klrchwey. 

Home Geography. — Dodge. 

Stories of Ofther Lands. — Johonnot. 



108 Manual for Georgia Teachers 

Fourth Grade. 

In this year of the child's school life the use of the Geography text- 
book necessitates a careful study of its proper use and at the same time 
furnishes excellent training in right habits of study. 

This is the period when the memory is most active and mechanical 
processes appeal. This is the time to fix the basal facts regarding 
location or place Geography, not by learning arbitrary and meaningless 
lists, but by enriching the content and establishing proper habits in the 
use of Map Work. 

An abundance of illustrative material, such as pictures, railroad fold- 
ers, post cards, guide books, and collections of products, aid in increasing 
interest. Every Fourth Grade should be provided vi^ith an eighteen inch 
globe and wall map in order that the main facts about the location of 
various places studied in this grade may be fixed in the child's mind. 
Schools being deprived of such material through lack of funds may have 
this need supplied if an ingenious teacher has charge of this grade. 

Maps may be made by the pupils under the direction of the teacher 
using paper pulp, flour and salt, sand and white glue. This not only adds 
to the equipment of the school, but provides an opportunity for the child 
to take an active and constructive part in the Geography work, 

Home Geography. 

The aim of the work of this grade is : ( i ) to emphasize and extend 
the study of activities of people of other nations; (2) To have the 
children appreciate the value of. our products and activities to people 
of other lands, and to see how their products contribute to our wel- 
fare; (3) By increasing their knowledge to broaden their sympahties. 

Through the knowledge of trade and exchange gained in the Third 
Grade and through the child's experience the necessity of roads has been 
shown. A study of early modes of travel is made to emphasize the 
present ease, speed and safety in transportation. Transportation by land 
and water contrasted. From a study of communication and transporta- 
tion the pupils may pass logically to a study of the world as a whole. 

The Study of the World as a Whole. 

Here both reference work and globe work are of importance and 
service. Through them the child may learn: 

1. That the land on which we live stretches away for many miles In 

every direction and is surrounded by water. 

2. That the earth is round and people may travel around it. 

Story of Columbus told and arranged by children for a dramatization 
showing. 

(a) Boyhood of Columbus. 

(b) Columbus with the sailors. 

(c) Columbus before the King and Queen. 

(d) Columbus preparation for voyage. 

(e) Columbus claims land in name of Spain. 



GEOliRAPHY 109 

3. Motions of Earth. 

(a) Rotation. Give names axis and poles. Consequence of rotation, 
succession of day and night. 

(b) Revolution. Give the year as a unit of time. 

4. That the Earth is warmed and lighted by the sun and is surrounded 

by the air. 

5. That some parts are warmer than others. 

fa) Fix the idea of relation of direct rays to summer and slanting 
rays to winter. 

6. That the earth is divided into zones. 

Imaginary trips made to Equator where heat is continuous and rays 

of sun are coming directly on surface of Earth. 
To Arctic zones with slanting rays and continuous cold. 
To Temperate zones where climate conditions vary. 

(a) Make chart showing characteristic color to represent different 

zone, Frigid shown blue, Temperate with yellow and Torrid with 
red. 

(b) Make chart showing animal life in zones. Children collect pictures 

and mount in proper places. 

(c) Make chart showing animal life in zones. Pictures and food 

products mounted. 

(d) Make chart showing Life of Man in zones. 

7. That the Eaj'th is so large it takes a long time to travel around it. 

8. That there are a number of large bodies of land and water. 

(a) Compare areas of land in cold regions with areas in hot regions. 

(b) Compare areas of land and water on the face of the Earth. 

(c) Continents, teach their names. 

(d) Oceans, teach their names. 

9. That Continents and Oceans have special characteristics as determined 

by: 
Location, climatic conditions, shape and size. 

As a means toward this end free-hand paper cuttings defining the shape 
and comparative size may be made and mounted by each child as each 
continent is presented for study. The follow^ing points to be emphasized : 

10. That maps have a fixed position. This refers to the fact that maps 

are printed in books and hung on walls so that the northern part 
of the country is towards the top of the map, the southern part 
towards the bottom, the eastern part towards the "ight and the western 
part towards the left. 
Brief study of Life in many lands. 
Africa: 

Life along the Nile. Life of Arab on the Deserc. Life of Pygmies in 
the Forest. Ivory hunting in Central Africa. Diamond mines oi 
Kimberly. 
Europe: 

Cutlery, England. Fishing in Norway. Wheat in Russia. Flower 
bulbs in Holland. Toys in Germany. Silk in France. Time-pieces 
in Switzerland. 
Asia: 

Tea and Silk of China and Japan. Pearls, Ceylon. Homes made of 
Bamboo, little furniture. Rice, Fish and Veget^.bles. Customs of 
eating and serving. Chop sticks. Manufacturing, Paper making. Ivory 
Carving and making of Gunpowder. 

Acstralia: 

Animal life, the Kangaroo and Sheep. Plant life contrasted and com- 
pared with that of our country. 



110 Manual for Georgia Teachers 

South America: 

Rain forests of the Amazon. Rubber nnd Coffee of Brazil. Sheep, 
Cattle and Wheat of Argentina. 

North America: 

Detailed study is made of this continent, emphasizing: 

(a) Position in zones, in Hemispheres, as to bordering waters, in 

relation to other continents. 

(b) Form, General, roughly triangular, actual determined by its more 

important indentations. 

TOPICS FOR STUDY. 

(a) Sugar, maple and cane. 

(b) Rice, Southern United Stales. 

(c) Cod Fishing, Salmon Fishing in Columbia River region, Oysters, 

Cheaspeake Bay. 

(d) Ostrich Farm, California. 

(e) Mining in the Mountains. 

(f) Lumbering. 

(g) Coffee, Mexico. 

(h) Agriculture, grazing and dairying. 

The general geographic conditions of a country may be approached by 
either of three plans: (i) Through a study of its people; (2) through 
a study of a typical region; (3) through a study of a typical industry. 

Ilustrate in either of the following forms the life in the diflferent 
continents : 

(a) Arranging a collection of Pictures. 

(b) Sand table. 

(c) Paper cutting. 

(d) Brush and Paint. 

References: 

Geographical Readers. — Carpenter. 
Chinese Life in Town and Country. — Knox. 
Japanese Life in Town and Country. — Knox. 
The Little Journey Series. — George. 

Fifth Grade. 

. In this grade the study of North America as presented in the Fourth 
Grade should be reviewed and extended with special reference to the 
source of raw materials, the chief routes of distribution and leading 
centers of manufacture. The forces determining all these, such as 
position, surface, drainage, and climate make up the Geography of this 
year. 

In the study of North America special reference is made to the United 
States and emphasis is given to the study of Georgia. Much of the work 
should be vitally related to the food and clothing supply, the manufactures 
and commerce of the State and Home Environment of the child. 

North America. 
<. Early History. 

Its discovery, explorations, natives. 



Geography 111 

2. Position. 

In hemisphere, in zones, in relation to other continents. In rela- 
tion to oceans. 

3. Form. 

Relative, actual. 

4. Size. 

In relation to other continents. 

5. Surface: Principal highlands, position, and extent. 

6. Climate: Winds from oceans, from warm regions, from cold reg:ion.s. 

prevailing winds. Rain falls where greatest, why, where scarce and 
why. 

7. Drainage: Rivers, seas and lakes. 

8. Vegetable Life. 

9. Animal Life. 

10. Mineral Resource. 

11. People. 

12. Occupations; as determining distribution of population. 

13. Productive Industries in relation to resources, supply and demand and 

commercial advantages. 

14. Development of Commercial and trade centers and routes of distri- 

bution. 

United States. 
A knowledge of the United States is obtained by studying the great 
industrial activities that stand out most strongly in our country. 

I. Agriculture. 

1. Wheat. 

(a) Conditions favorable to growth. States comprising leading 

wheat regions. 

(b) Milling and shipping centers, due to ease of transportation, 

cheap power, near to wheat fields. 

(c) Export to European countries. 

Cd) Comparisons made with other wheat raising countries, Ar- 
gentina and Russia. 

2. Com: 

(a) Conditions favorable to growth. States comprising the Corn 

Belt. 

(b) Products, Starch, Syrup, Pith used for smolteless powder. 

(c) Food value to man, to animals. 

(d) Export limited, reasons. 

3. Cotton . 

4. Sugar. 

5. Tobacco. 

6. Hay, Rice, Barley, Rye, Potatoes. Fruits, Vegetables, treated In 

like manner as those above. 
IT. Stock Raising. 

1. Cattle. 

2. Sheep. 

3. Trade and Transportation. 

4. Wool and Hides. 

5. Horses and Mules. 

6. Dairying and Poultry. 
III. Mining: 

1. Coal. 

2. Iron. 

3. Other minerals and metals. Gold, Silver. Petroleum, etc. 



112 Manual for Georgia Teachers 

rv. Lumbering: Centers for: 

(a) Hard woods, furniture, ship-building. 

(b) By products, Dye, Woods, Sugar, Maple, etc. 

(c) The Pine and its products. 

V. Manufacturing: 

Place United States holds among other countries. 
Reasons for rank: 

(a) Facilities of transportation. 

(b) Abundance of material. 

(c) Inventive talent. 

(d) Abundance of fuel and water power. 

(e) Wealth of country. 

VI. Commerce. 
Exports. 
Imports. 
Transportation. 

Summarizing the study of the United States, the country is divided 
into the different groups of States. The characteristics and essential 
facts of each group are taught. 

1. Names of States in group with capitals. 

2. Location in the United States. 

3. Surface and drainage of the group. Mountains, waterfalls, lakes, etc. 

4. Soil, productive and non-productive areas. 

5. Climate, prevailing winds, rainfall. 

6. Industries. Products, raw and nxanufactured. 

7. Transportation Routes. 

8. Principal Trade Centers of the group. 

The study of the State of Georgia emphasized when a study is made of 
the Southern States. 

1. Early history. 

2. Location, teaching boundaries. 

3. Area, shape taught through map construction. 

4. Surface. 

5. Climate. 

6. Occupations and Industries. Products. 

7. Commerce and important trade centers. 

8. Manufactures. 

9. Home county in relation to the State. Activities of the people in 

county, principal road-ways and settlements in county. 

Suggestive Work To Be Done in Connection With Fifth Grade 

Geography. 

1. Make Relief Map of North America and United States. 

(a) Charcoal or crayon. 

(b) Flour and salt; paper pulp or sand and white glue. 

(c) Map may be made on sand table or in school yard. 

2. Free-hand cutting of map of North America, the United States, the 

State of Georgia, 
(a) Indicate principal rivers, mountains, cities, etc. 

3. Outline maps made of United States showing groups of States. 

4. Sand Table Problems: 

(a) The story of Cotton. 

(b) Life on a Ranch. 

(c) Means of Transportation of Early Settlers of the United States. 

(d) Means of Transportation of today. 



Geography 113 

5. Charts: Cotton, Corn, Lumbering, Wheat, Pine Tree Products, Sugar 

Cane. 

6. Product Maps made on unbleached muslin in indelible outline of the 

United States and Georgia. 

7. Booklet of Georgia, including early history, Legend of Cherokee Rose, 

and a summary of Geographical facts centering around the study 
of one state. 

REFEKEMCKS: 

Great American Industries. — Rocheleau. 

Our Own Country and Her Possessions. — Sutherland and Sanford. 

Our American Neighbors. — Coe. 

The Story of Cotton. — Brooks. 

Readers on Commerce and Industry. — Carpenter. 

Sixth and Seventh Grades. 

The important facts that have been accumulated in the three previous 
grades are gathered together in the Sixth and Seventh Grades, shovi^ing 
the relationship between surface, climatic conditions, and the life of man. 
In this second study of physical factors and geographical forces a more 
detailed study can be made than before. Now the process and the 
forces at work in producing a physical environment may be emphasized 
and the features and facts of an environment may be explained. 

I. Principles of Geography. 

1. Form and Size of the Earth: 

(a) Primitive notions. — Early belief tTiat it was flat. Effect on 

exploration. 

(b) Proofs of the shape of the Earth. 

2. Motions of the Earth. 

(a) Rotation, causing day and night. 

3. Latitude and Longitude: Show how a spherical earth rotating 

causes the sun to seem to rise and set and cross the various 
meridians at different times. 

4. Seasons: Revolution of the earth on inclined axis gives change of 

seasons. 

5. Climate: 

(a) The Atmosphere. Its composition, pressure, etc. 

(b) Water Vapor. How it gets into atniosphere. How it gets 

out of atmosphere and forms into which it condenses. Clouds, 
dew, fog, rain, frost, snow, hail. 

(c) Temperature. Land and water temperature compared. Com- 

parison at the Poles and Equator. Study made of how dis- 
tribution of temperatures over the Earth i.s represented in 
map by isotherm lines. 

(d) Winds: Uneven beating of air as a cause of winds. Rela- 

tion to rainfall. 

(e) Weather: Simple explanation of changes as thev occur. (Se- 

cure from weather bureau station daily weather map for this 
grade.) 

6. The Ocean: 

Ocean currents. Relation of wind to waves and to ocean currents. 

7. Land Forms: 

(a) Teach by observation after rain storms the formation of 
gullies on the hillsides in school neighborhood. Observo 
shapes of valleys in beginning of erosion, formation oi falls, 
rapid.s and lakes in course of «!tr<^am. 



114 Manual for Georgia Teachers 

(b) Observe banks along streams and excavations to find how 
rocks have been smoothed. Teach the effects of glaclation to 
land forms. 

Now that the explanatory stage of the Geography work has been 
reached and the principles of Geography have been studied, the child is 
encouraged and trained to make investigations and solve problems of how 
and why certain results are produced. The advanced text furnishes 
subject matter from which problems can be formulated. 

The material furnished in the text will serve as a means towards 
arousing interest for the questioning mind of the child. This subject 
matter should be supplemented with current events of the world at large. 
Daily newspapers and magazines of current topics are as important in the 
hands of the child in these grades as is the textbook. 

II. Study of the Continents. This phase of the work will demand: 

(a) A knowledge of map reading and interpretation. 

(b) The making and use of maps of transportation. 

(c) Maps illustrating producing areas and distributing areas. 

The Study of the continents in these grades should present each coun- 
try in its relation to the other. Emphasis is placed on trade and com- 
merce, showing efiFect of the activities of each continent upon the life and 
activities of other continents. A knowledge of the continent as a whole 
is gained by studying the great industries of the country. 

The following outline is suggested for use in the presentation of a 
detailed study of the continent: 

I. Early History. 

II. Position. 

1. Hemisphere, zone. 

2. Shape, general. Definite as determined by indentations. 

3. Progressive map, outline, made to scale and as Subject Matter of 

the continent progresses relief and product maps should be made. 

4. Camparative Size. 
UE. Surface :' 

1. Highlands. 

(a) Mountain systems, ranges, peaks, heights, volcanoes. 

(b) Plateaus. 

2. Lowlands. Make relief map. 

IV. Drainage. 

V. Climate. 

VT.. Political Divisions, named in order. Capitals. Principal towns. 

VII. Natural Divisions. 

VIII. Life. 

1. Vegetable. 

2. Animal. 

3. Life of Man. 

(a) Races, appearance, modes of life. 

(b) Population. 

(c) Occupation. 

(d) Manners and customs, kinds of homes, 

(e) Education. 

(f) Religion. 

(g) Government. 



Geography " H^*) 

TX. Industries of Man. 

X. Commerce. Kinds of trade. 

(a) Domestic. 

(b) Foreign. Imports; duties; Exports. 

XI. Means of Transportation. Trades routes. 

XII. Comparisons throughout as a means of summary. 

In the study of the continents in these grades every effort should be 
made to have the pupils gain a working knowledge of the physical, indus- 
trial, commercial and descriptive aspect of the different countries. The 
continents are grouped for the Sixth Grade as follows: North America, 
South America, and Europe, with special reference to Europe. 

For the Seventh Grade as follows: Asia, Africa, and Australia. 
Africa and Australia studied as the colonizing ground for European 
people in the main. 

Special reference and emphasis is placed on the essential facts of each 

continent: 

North America: 

Leading industries, where centered, why. 

Influence of industries on distribution of population. 

Chief transportation routes. 

Influence of climate and surface on industries and life. 

Location of chief Trade Centers and important cities. 

Effects on world trade following the opening of Panama Canal. 

South America: 

Panama receives special attention as a connecting interest. 

North and South America. 

Comparison between plain of Argentina with cattle and sheep ranches 

and the Great Plains of United States with wheat fields, railways. 

trade centers and foreign trade. 

Europe : 

The study of this continent to be correlated with the History course of 

the grade. Size, smallest of all continents but one. Compared with 

United States. Importance in proportion to size. 
Comparison with North America. 
Great extent of productive areas. 
Countries. 

Asia: 

Rebirth of continent of Asia into world affairs. Nature and resources 

of countries of the continent. 
Industries of the People. 
Distribution of population. 

Introduction of modern schools in this country. 
Establishment of railroads, steamship and telegrraph. 
Leading trade centers and cities. 

Africa: 

Retarded development. — Reasons. Make comparisons as to location, 

coast line, number of harbors. 
Surface as a barrier to exploration. 
Compare ease of entrance of this continent to South America by Ama' 

zon, Europe by Danube, North America by Mississippi. 
Characteristics of rivers as effecting development of country. 



11() . Manual for Georgia Teachers 

Australia: 

Vegetation compared to other countries of similar location. 
Industries, wool production, mining activities. 
European Colonies. 

At the close of the presentation of subject matter for these two grades 
a comparative study is made of the great commercial nations of the world 
and of the place that the United States holds among these nations. 
REFERENCES: 

National Geographic Magazine. 

Journal of Geography. 

World's Work. 

Government Publications. Department of Labor. 

United States Geological Survey. 

Special Method in Geography. — McMurry. 

Geographic Studies. — Ritter. 



Language Lessons and Composition 117 



LANGUAGE LESSONS AND COMPOSI- 
TION 



By Professors S. V. Sanford and P. F. Brown. 



First Grade. 

L Aims: i. To store child's memory with treasures of poetry and 
prose, the beautiful expressions of beautiful thoughts. 

2. To develop his imagination by the frequent repetition and discussion 
of stories. 

3. To train him in the art of speaking clearly and interestingly on a 
variety of subjects. 

4. To begin his education in the art of composition, both on oral and 
written. 

IL Means: i. There must be a daily language lesson. One period 
should be reserved every day for this, and the class should be told the day 
before what the subject is to be. 

2. There are five fields of interest in the ordinary child's life from 
which subjects for oral and written composition may be obtained: 
(i) Literature, (2) Nature Study, (3) Art, (4) Child Life, (5) Com- 
munity Activities and Problems. 

3. (i) The literature for the first grade should consist of: (a) Short 
poems to be memorized. These must be simple poems on nature and 
child life from the child's viewpoint, (b) Interesting stories of a highly 
imaginative type, such as Aesop's Fables, Scudder's Folk-lore and Fairy 
Tales, Joel Chandler Harris's Nights With Uncle Remus. (2) Nature 
studies for this grade should be: (a) Animals that are used for pets, the 
cat, the rabbit, the dog, white mice, squirrels, chickens, and pigeons, 
(b) Flowers, (c) Trees. (3) Pictures should be used as observation 
lessons and subjects for conversation and written exercises. (4) The 
home duties and pleasures of the children, their playground sports and 
games, the circus, the fair, the picnic, and the party are all interesting 
subjects of this class. (5) Such community activities as center about tTie 
farm, the store, the blacksmith shop, the mill, the new building, the 
shoemaker, the cotton gin, the factory, the railroad station, keeping the 
street clean, the water supply, the beautifying of the school grounds, 
furnish excellent subjects. 

IIL Methods: The little child must be taught language uncon- 
sciously. The teacher should be the listener and director of his flow of 
expressions. It is her duty: (i) To suggest the subject, present it in 



118 Manual for Georgia Teachers 

an attractive way, and arouse the interest of every pupil; (2) To see 
that every child has full opportunity to express his thoughts on this sub- 
ject. (3) Drill and language games should be used frequently to teach the 
correct use of: I am, you are, he or she is, they are, have and has, sit 
and set, lay and lie, saw and seen, did and done, I and me, he and him, 
she and her, who and whom. (4) Written composition should begin the 
latter part of this year. Pupils should be sent to the blackboard to 
write sentences expressing thoughts about the subject that is being 
discussed. A group of such sentences may be copied from the board by 
pupils as busy work. This involves the teaching of the use of the capital 
for beginning a sentence and of the period for ending a written statement. 

Second Grade. 
Oral Composition. 

1. Aims: I. To insist more upon the orderly arrangement of thoughts, 
leading to the building of the short paragraph. 

2. To cultivate a keen sense for correct English, for exact pronuncia- 
tion, and clear enunciation in oral expression. 

3. To write statements and questions with due regard to capitals and 
punctuation. Longer sentences should be used than in the first grade. 

11. Means: The same five fields for subjects will serve this grade as 
the last. 

1. Literature — Second grade children are still in the highly imaginative 
state of mind in which you found the first grade. This is the tran- 
sitional stage between infancy and young childhood. Therefore, the 
child's mind should not be taxed by hard tasks. All new subjects should 
be presented by object lessons. He sees in imagination large figures. He 
enjoys stories about giants, monsters, dwarfs, dragons, and other figures 
from mythology. Use the stories of Samson, David and Goliath, Daniel, 
and Jonah from the Bible; of Hercules, Perseus, Theseus, Jason, and 
Belleroplion from Greek mythology; and of the Norse gods and heroes 
of Beowulf and Gulliver from English literature; and of Hiawatha from 
American literature. Continue the memorizing of poems from the school 
readers. 

2. Nature Study — The birds common in your community form the 
most interesting study for this grade. Teach the pupils to know these by 
sight. Have them study the habits of such birds as the blue-jay, wood- 
pecker, dove, partridge, and sparrow; how they get their food, build their 
nest, feed their young, and where they spend their winter. The common 
wild flowers and a few of the weeds should be identified. The trees 
should be known by their leaves, and their fruits should be studied in the 
autumn. The large domestic animals, such as the cow, the horse, the 
mule, the pig, the goat, and the sheep, will each furnish a lesson. The 
habits and uses of these animals should be discussed. Seeds should be 
planted where their germination may be observed and their growth noted. 



Language Lessons and Composition 119 

The ways of planting and cultivating the most important crop may be 
discussed. 

3. Art — Continue the use of pictures, having pupils not only describe 
but explain the meaning of the picture, make stories about it, and even 
dramatize its scene, if it contains sufficient action. 

4. Child Life — Have explanations and illustrations of children's games 
given. Have reports of all children's entertainments in the community 
made as well as of unusual occurrences affecting the children's lives. 

5. Community Activities — Use the same subject as in the first grade, 
getting more details in the reports. Sunday school and church services 
may be reported upon and discussed. Thanksgiving, Christmas, Memo- 
rial Day, and other holidays are excellent subjects for discussion. 

HI. Methods: i. Every new subject should, if possible, be presented 
objectively. 

2. Pupils in this grade should be required to follow a definite plan in 
observation and discussion. 

3. Stories must still be told by the teacher, as the pupils have not over- 
come the mechanical difficulties of reading sufficiently to read to them- 
selves with pleasure. After telling the class a story have each pupil 
repeat it to the class from day to day until they grow tired of it. Have 
it discussed and dramatized and played. Have pupils draw pictures 
illustrating the story. 

4. The class should be drilled, for a few minutes each day in mem- 
orizing simple poetry and prose. The meaning of the selection should be 
thoroughly understood by the pupils before they are required to memorize 
it. They should be allowed to repeat it in concert until it is memorized, 
and then every child should be called upon to repeat it alone. Do not 
allow sing-song repetition of poetry. 

Written Composition. 

Begin written composition systematically in this grade, observing the 
following principles : 

1. Every subject should be discussed orally by the class until it is 
thoroughly understood by every pupil before it is written upon. 

2. The subject to be written upon must be so limited that the composi- 
tion, may cover less than a page of theme paper. For instance, if the 
subject, The Circus, has been discussed, a title such as The Cage of 
Monkeys may be written upon. 

3. Difficult words should be written upon the board before the pupils 
begin to write. 

4. Before the first composition is written many sentences on the subject 
■ should be written on the board. The pupils should be shown how to 

arrange these in their logical ordr and make a well connected paragraph. 

5. The written work of pupils should be supervised as they write, and 
should errors escape detection, they should be marked later by the teacher 



180 Manual for Georgia Teachers 

as she reads the paper, then placed upon the board and corrected orally 
bv class. 

6. Badly written papers should be written over by the pupils and all 
corrections made. 

Technical Matters. 

I. Capitals: (l) For beginning a sentence. (2) I and O. (3) 
Proper names and initials of these. 

II. Punctuation: (i) Period at end of a statement. (2) Question 
mark after a question. 

III. Copying and Dictation: (i) Simple sentences copied from the 
board and written from dictation. (2) Names of persons with their 
initials copied until they can be written without a model. 

Third Grade. 
Oral Composition. 

I. Aims: These are ths same as in the first and second grades. Pay 
more attention to minor details in explanation and description. 

II. Means: (i) The stories for this grade should be taken largely 
from the myths and folk-lore of ancient nations. The Old Testament 
stories of Garden of Eden, the Flood, Joseph, Moses, Samuel, David, 
Elijah, Elisha, Job, Ruth and Daniel; the Greek myths; stories from 
Roman history; Robinson Crusoe, the entire story being worked out by 
questions by the teacher and suggestions by the pupils. (2) Longer poems 
may be used for memorizing. Teach one stanza at a time. (3) Nature 
studies may be extended to the explanation of such processes as (a) How 
wild animals make their homes (b) How birds build their nests, (c) How 
men build houses and raise crops. (4) Pictures of landscapes may be 
used as subjects for lessons in description. (5) More complicated games 
and occupations of children may be chosen for explanation. (6) Cam- 
paigns and drives in the community for patriotic purposes, thrift lessons, 
and church revivals may be included among the activities discussed. 

III. Methods: (i) Continue telling the stories to the class. The 
steps in handling a story as language lesson material are these: (1) The 
teacher tells the story to the class in an animated way, making scenes, 
characters and incidents vivid. (2) One pupil after another repeats the 
story to the class. (3) As soon as they begin to tire of hearing it, the 
teacher should ask questions about the story, beginning most of her 
questions with Whyf (4) The children dramatize and play the story. 

(5) They make and draw objects and people mentioned in the story. 

(6) They write sentences about the story on the board and later copy 
these on paper. (7) They write a short composition on a topic suggested 
by the story; for instance. How Robinson Crusoe made candles. 
(2) Nature study lessons should always begin with a close personal 
observation of the object. (3) Pictures may be studied silently by the 



Language Lessons and Composition 121 

pupils. Each pupil may be required to tell what he sees in the picture. 
Stories may be made about the picture. Explanations may be given of 
what the picture shows. (4) Each pupil may explain a favorite game or 
home task or preparation of some lesson. Teacher and pupils may ask 
questions of this pupil. (5) Assign an observation lesson on some 
activity like the building of a new house. 

Written Composition. 

Follow the suggestions given for the second grade. Choose subjects 
for written compositions from the oral discussions. Limit each subject to 
such a narrow field that it may be discussed by the child in two short 
paragraphs. Show him how to build these paragraphs. If the subject is 
"How Robinson Crusoe Made Candles," have one pupil at a time make a 
sentence about it. Write these sentences on the board. Arrange them 
properly in two paragraphs, one telling where Crusoe obtained materials, 
and the other telling how he made the candles. Have the pupils copy 
these paragraphs. Next day have them write two paragraphs on a similar 
subject, such as, How Father Milks the Cow. Correct these papers and 
have pupils copy them. 

Technical Matters. 

By using dictation exercises, continue to drill pupils on writing sentences 
correctly, using capitals for the first word and I and O, and using the 
period and question mark. Teach use of capitals for titles of composi- 
tions and for proper names. Teach use of period for abbreviations and 
apostrophe for possessives and contractions, such as I've, you've, isn't, 
hasn't, haven't. Teach every child to write his own name and address. 

Fourth Grade. 
Composition. 

1. Aims: I. To teach the appreciation and understanding of good 
literature and pictures by studying from a textbook. 

2. To teach the use of the dictionary and its value as an aid to correct 
expression. 

3. To teach the plans upon which stories and poems are built and to 
train the pupil in the making of well constructed stories. 

4. To teach the meaning of the terms sentence, statement, question, 
command, exclamation, contraction, abbreviation, paragraph, the letter, 
titles of persons, titles of compositions, and the proper writing of these. 

5. To teach the writing of friendly and business letters. 

6. To teach the difference between stories and descriptions and the 
writing of each. 

II. Means: i. The use of Book I of Modern Course in English, Part 
I. 



122 Manual for Georgia Teachers 

2. Supplementing the use of the text with entertaining stories, interest- 
ing nature studies, and discussions of problems from home, school, and 
community life. 

Stories especially suited for this grade are: 

(i) King Arthur and the Knights of the Round Table. 

(2) The Robin Hood stories. 

(3) Scudder's Legends of the Middle Ages. 

(4) Tales from Spenser's Fairie Queene. 

III. Methods: The contents of the textbook may be classied as fol- 
lows: (i) The study of poems. The teacher should read the poem 
aloud, the pupils looking on their books. Every unusual word should be 
explained by pupils or teacher. The teacher should then read the poem 
again, a stanza at a time, and have some pupil explain each stanza. 
Pupils should be encouraged to express any thoughts suggested by the 
poem. The poem, if not too long, should gradually be memorized by the 
class. {2) The study of pictures. Sufficient directions for this have 
been given in the work of the lower grades. Supplement the questions in 
the text by questions of your own. (3) Dictionary lessons. Make a 
game out of these. Place a word on the board. Have pupils find the 
word in their dictionaries. The pupil who finds it first raises his hand. 
He reads the definition to the class and makes a sentence using the word. 
Place his name on the board with a mark after it. The pupil who gets 
the most marks wins the game. (4) Story telling. The first story 
should be used for studying the meaning and for oral reproduction. The 
second story is for these two purposes, but also for division into its parts, 
or paragraphs, and the making of a title for each part, as on page 23. 
The fourth is for telling a story from its outline. The fifth is for recon- 
structing a story by changing the point of view, as on page 40. 'The sixth 
is for studying the meaning and lesson of a story, as on page 49. The 
seventh story is given for paragraph study. In the succeeding stories all 
these uses are reviewed, and finally in Lesson 64 the pupils are taught to 
write an original story, which is the end sought. (5) Technical Gram- 
mar. This begins in Lesson 8 with the study of sentences. Use the 
inductive method in teaching such lessons. Place the sentences at the top 
of the lesson on the blackboard and have pupils tell why each is a sentence. 
Have pupils write all suggested exercises on the blackboard. (6) Word 
studies. These are given for the purpose of drilling the pupils in the 
correct forms of speech. The proper uses of anij is and are are taught in 
lesson 15. (7) Punctuation. This should be taught as the pupils need 
it in their written work. Under contractions teach the use of the apos- 
trophe. (8) Capital letters. The uses of these are taught just as punc- 
tuation is. (9) The Paragraph. The steps in teaching the paragraph 
are: (a) Observation of paragraphs in the book to learn their appear- 
ance on the page, (b) Writing paragraphs from topic sentences as on 
page 57. (c) Learning the definition and structure of a paragraph, as 
on page 64. (e) Dividing into paragraphs an undivided article as on 
page 86. (10) Letter writing. This is taught: (a) By studying a 



Language Lessons and Composition 123 

good model, as on page 65 . (b) By practicing writing different parts 
of a letter, as on page 66. (c) By studying the contents of famous letters 
in order that the child may acquire by imitation a good vocabulary and 
know what things to put into a good letter, (d) By writing a short 
letter from dictation in order to acquire correct form and punctuation. 
(12) Description. The child must first know what description means. 
He is taught this in lesson 69. (13) Nature study as a subject for com- 
position is taught: (a) By an interesting story in lesson 92, (b) By a 
poem in lesson 99, the study being in the form of a poem, (c) By an 
interesting article on Grasses on page 155, and by two beautiful poems on 
the same subject in the next two lessons. (14) The year's work closes 
with a thorough review of all technical matters taught. Have pupils 
learn well pages 168-169-170. 

Fifth Grade. 
Composition. 

1. Aims: 1. To continue filling their memories with beautiful poems 
and stories and cultivate a taste for good literature. 

2. To perfect pupils in the art of letter writing. Insist upon clearness 
of expresson and orderliness of arrangement. Look closely after matters 
of captalization and punctuation, 

3. To teach some of the fundamental principles of English Grammar. 

4. To teach the writing of stories, descriptions, explanations, business 
and social forms. 

n. Means: 1. Follow the lessons in Part II of Book I, Modern 
Course in English, as a guide for composition, language drill, and 
grammar. 

2. Supplement the stories in the text with history stories and stories 
from literature. Good pieces of literature for this grade are: Gould- 
ing's "Young Marooners," Wyss's "Swiss Family Robinson," Ruskin's 
"King of the Golden River," Mulock's "The Little Lame Prince," and 
Page's "Two Little Confederates." A sufficient number and variety of 
poems for memorizing will be found in the textbook. 

III. Methods: The term's work opens in the textbook with a picture 
study, "Autumn." Treat this more thoroughly than is done in the text. 
Have discussion by the class of autumn crops and their harvesting, 
autumn fruits and their uses, autumn as a season of preparation for 
winter. Have a written composition on one of these subjects. The 
purpose of the story-lesson, "Eyes and No Eyes,' is to stimulate the 
pupils' powers of observation outside of school hours and report on them 
at the English period. The Diary in lesson 5 is to be treated as a form of 
story writing. Every pupil should be encouraged to keep a diarj% and 
some of these might be read to the class by the writers Friday afternoons, 
Another form of story, the autobiography, is suggested in lesson 7. The 
pupils should be shown how to arrange the facts oi their own live-* into 
an interesting narrative and make a written composition lesson out of 



184 Manual for Georgia Teachers 

this. The study of the sentence is taken up in a formal way for the first 
time in lesson 9. 

Be careful in teaching the five parts of a busness letter, the proper 
position and punctuation of every part. Do not allow pupils to place 
commas at the ends of lines in the heading, address, or salutation of a 
business letter, or at the ends of lines on the envelope. Insist upon clear- 
ness and conciseness, or brevity, in a business letter. 

The work in formation of the plurals of nouns should be carried on 
like a written spelling lesson. Make lists of nouns illustrating all the 
rules, and have the class write these from dictation. Many of the v/ord 
studies, such as the one on page 218, should be used as dictation lessons. 

The lessons on Nature Study given in the text should be accompanied 
by the actual study of the plants, animals, and insects. 

Written Composition. 

A written composition should be handed in by this grade about once 
every two weeks. The teacher should read these papers carefully and 
mark (not correct) every error in spelling, capitalization, punctuation, 
grammar, choice of words, and sentence construction. Here is a simple 
code for marking errors: 

The two boys went sepeate ways. — Spelling. 

The largest City in georgia is atlanta. — Capitals. 

Mary where have you been — Punctuation. 

There Vaint Vno apples on the tree. — Grammar. 

The [gents] all wore ragged [pants]. — Diction. 

(Where the ball strck him was a bruise). — Sentence. 

The eagle is v national bird. — Omission. 

The girl returned back home. — To be omitted. 

Sixth Grade. 
Composition. 

1. Aims: I. To teach a knowledge and appreciation of the differences 
in purpose and construction among the three forms of composition taught 
in the lower grades: Stories, descriptions, and explanations, and to help 
the pupils by frequent practice to acquire skill in the construction of these. 

2. To drill upon the building of sentences and paragraphs, and the 
combining of these into well made compositions. 

3. To teach the principles of grammar as the pupils need this knowl- 
edge for guidance in oral and written expressions. 

II. Means: i. The use of the lessons in Part I of Book II, Modern 
Course in English in combination with those of Part II, so that the pupils 
may obtain the information on the principles of grammar that they will 
need to guide them in constructing the sentences in their composition. 

2. The study of literary classics suitable for children of this age. 
These should be divided into three classes: (i) Story books to be read 
outside of class and reported upon to the class; (2) Stories to be studied 



Language Lessons and Composition 125 

in the classroom under the direction of the teacher; (3) Poems to be 
memorized. 

OUTSIDE READING. 

(1) Treasure Island.— R. L. Stevenson. 

(2) The Adventures of Tom Sawyer. — Mark Twain. 

(3) Little Women. — Louisa M. Alcott. 

(4) A Man Without a Country.— E. E. Hale. 

(5) Scottish Chiefs. — Jane Porter. 

(6) Tom Brown's School Days.— Hughes. 

FOR CAREFUL STUDY. 

(1) Tales of a Wayside Inn.— Longfellow. 

(2) The Prisoner of Chillon; Mazeppa. — Byron. 

(3) Tales of a Traveller. — Irving. 

(4) Autobiography. — Franklin. 

(5) Lays of Ancient Rome. — Macauley. 

(6) Selected Poems and Tales. — Poe. 

FOR MEMORIZING. 

(1) The Children's Hour.— Longfellow. 

(2) Concord Hymn. — Emerson. 

(3) Annabel Lee. — Poe. 

(4) A Day in June. — Lowell. 

(5) The Bivouac of the Dead. — O'Hara. 

(6) The Song of the Chattahoochee. — Lanier. 

(7) Lochinvar. — Scott. 

III. Methods: Book II of the Modern Course in English is a guide 
for the study of the tv^^o closely related subjects of Composition and 
Grammar. The lessons in grammar, therefore, in Part II should be 
studied by the pupils as they are needed in doing the composition work 
suggested in Part I. The follov^^ing suggestions have for their main 
purpose the directing of the teacher in the use of the two parts in con- 
junction. Most of the composition lessons contain too much work for 
one day. Some of them provide enough work for a week. Lesson I 
should be studied first as an exercise in story-telling. The second day 
the story may be repeated by several pulpils, one at a time. The meaning 
of composition should be discussed, and the story shown to be a composi- 
tion. The third day the class may tell original stories as suggested in 
Exercise 2. The fourth day lesson 2 may be taken up for the purpose 
of understanding and illustrating oral composition. At least two days 
should be spent on this, largely in the making of oral compositions on 
subjects taken from other studies, such as history, geography, and physi- 
ology. The next lesson should be on the form of the written composition. 
The teacher should illustrate this on the blackboard and have the pupils 
copy on paper, applying the rules on page 5. The next day an original 
written composition should be produced. The following day should be 
taken by the teacher for oral criticism of these papers, typical errors being 
placed on the board and corrected by the class. The next day the pupils 
should copy the composition into notebooks, making all the corrections 



126 Manual for Georgia Teachers 

indicated. The lesson on the use of the dictionary should occupy two 
days, one for learning how to look up words, the other for rapid practice 
in a dictionary game. Then follow six lessons on sentences, their uses, 
and their proper constructions for clearness. Give abundant blackboard 
work to drill pupils in the making of good sentences. Always conduct a 
grammar lesson as you would an arithmetic lesson. Send pupils to the 
board to do the exercises suggested, and have others criticise and correct 
their work. 

Literature 

The pupils should be required to memorize one stanza of a poem every 
day. Place this stanza on the board and have the class repeat it in 
concert until they know it. Add a stanza each day until the whole poem 
is memorized. Assign a story to a pupil to be read at home. Require 
him to make an outline and to tell this story to the class by referring to 
his outline. Give one period a week to this work. 

Technical Matters. 

The adopted textbooks in English use the uniform nomenclature recom- 
mended by the National Educational Association several years ago and 
widely used in the schools and textbooks of this country. According to 
this nomenclature, the purpose of which is to unify all language teaching 
and to supply the student with a set of terms which will serve him when 
studying Greek, Latin, French, Spanish, and Italian, as well as English. 
Clauses are classified in lesson 56 as Principal and Subordinate, not as 
Independent and Dependent. In lesson 63, "Indeterminate Gender" is a 
more accurate term than "Common Gender," as it means that the sex of 
the person or animal named is not denoted by the form of its name. In 
lesson 64, the term Genitive takes the place of Possessive for reasons giv- 
en on page 107. The Dative Case has been brought back into our gram- 
mar to indicate the use of the noun or pronoun that precedes the direct 
object after a verb of giving; as, I gave my friend a book. Accusative has 
replaced Objective simply for purposes of uniformity. The uses of the 
accusative are to be more thoroughly taught in the 7th grade. In the clas- 
sification of pronouns, confusion arises in the minds of some over the forms 
my and mine, thy and thine, yours and yotir, his, her, and hers, its, our 
and ours, their and theirs, and whose. If any of these forms immedi- 
ately precede or follow a noun which they modify, they are not pronouns, 
but adjectives, for only adjectives modify nouns. In the expressions 
my book, your doll, his ink, her dress, our house, their dog, the italicized 
words are adjectives. When one of these forms is used as a substitute for 
a noun, as my book is lost, but I have yours, it is a pronoun. Generally the 
forms mine, thine, hers, yours, ours and theirs are used as pronouns, but 
In expressions like "daughter mine" they are adjectives; and when con- 
nected by a linking verb to the subject which they modify, they are 
adjectives; as, This book is mine. The word ivhat Is rarely a relative 



Language Lessons and Composition 12^ 

pionoun. Only when what has an antecedent expressed in the sentence 
is it a relative pronoun; as, What 3'ou command, that I will do. The 
antecedent of what is that. Usually what is either an interrogative 
pronoun or an indefinite pronoun. "I asked you what you said." Here 
what is an interrogative pronoun, introducing the indirect question, 
"What you said." "I did what you told me." Here what is an indefi- 
nite pronoun, representing the unnamed thing which you told me to do. 
Personal and relative pronouns have only two case forms, the Nomina- 
tive and the Dative Accusative, so-called from their uses in the sen- 
tences. Adjectives occupy three positions in regard to the nouns which 
they modify: (1)) The adherent position is immediately before the 
noun; as. The blind singer entranced us. The appositive position is 
immediately after the modified noun; as. The singer, poor and blind, 
touched our hearts. The predicative position is after a linking verb ; as, 
The singer was poor and blind. 

Seventh Grade. 
Composition. 

1. Aims: I. To prepare children for efficiency in business and social 
life by cultivating habits of cofrect and effective speech. 

2. To increase their general culture by broadening their knowledge of 
literature and creating in them an appreciation of the good and a distaste 
for the poor and bad. 

3. To make correct, accurate, and attractive speakers and writers. 

II. Means: i. A use of the parts of Book II of Modern Course in 
English not used in the sixth grade, beginning the composition work with 
business letters on page 41 and the grammar with the Verbs on page 144. 

2. The teaching of the following literature: 

FOR OUTSIDE READING. 

(1) A Dog of Flanders. — 

^2) Rab and His Friends. — Brown. 

(3) The Yemassee. — Sims. 

(4) Huckleberry Finn. — Mark Twain. 

(5) Little Men.— Alcott. 

(6) The Siege of Leyden.— Motley. 

FOR CAREFUL STUDY. 

(1) Evangeline. — Longfellow. 

(2) The Last of the Mohicans. — Cooper. 

(3) Pilgrim's Progress. — Bunyan. 

(4) The Sketch Book.— Irving. 

(5) The Vision of Sir Launfal. — Lowell. 

FOR MEMORIZIN J. 

(1) The Chambered Nautilus.Holmes. 

(2) Abou Ben Adhem. — Hunt. 

(3) The Recessional. — Kipling. 



128 Manual for Georgia Teachers 

(i) Crossing- the Bar. — Tennyson. 

(5) Thanatopsis. — Brj-ant. 

(6) O Captain, My Captain. — Wliitman. 

(7) Tlie Quality of Mercy. — Shakespeare. 

III. Methods in Composition and Grammar: i. Begin the term's 
work with the study of the form, stjle, and contents of business letters, 
as taught in Lesson 26. Have the pupils write a business letter, criticise 
it, and have them copy it. Take up the study of the verb in Lesson 80. 
leach the three classes given in Lesson 81, and drill on the recognition 
of these in Exercise 167 and their use in Exercise 168. Teach Voice, 
Mood, Tense, Number, and Person in successive lessons. Now have 
another written composition lesson, preceded by a study of the application 
in Lesson 27. Next teach the classification of the verb as Predicative 
and Non-Predicative and the three forms of the latter, the Infinitive, the 
Gerund, and the Participle. Teach Lesson 28. A Letter of Recommen- 
dation and use the exercise as written composition. Next teach Regular 
and Irregular Verbs, Notional and Auxiliary verbs, and Defective 
verbs. Give the class another letter writing lesson, based on the Letter 
of Introduction, Lesson 29. Next teach the Conjugation of verbs in 
Lessons 93-95. Next use Lesson 30, and have an order for goods 
written. Take up now the parsing of verbs, Lesson 96, and drill on 
this until the class can parse well all the parts of speech studied thus 
far. Use Advertisements and Answers as the next composition study. 
Now study the Adverb in Lesson 97-100.. Teach Lesson 32 with its 
exercise; then the other parts of speech in Lessons 101-105. Teach 
Lessons 33 and 34 together for comparison of the two kinds of notes and 
give abundant blackboard practice. Alternate the compositions lessons 
in the rest of Part I with groups of grammar lessons in Part III until 
you finish the book. 

Have a literature lesson from Home Reading once a week, a 
class study of a classic daily if possible, and devote a few minutes every 
day to the memorizing of a poem. Frequently review the poems already 
learned. 

IV. Technical Matters: 

The linking verb is the old copulative verb. It is intransitive; that is, 
It does not admit of a direct object after it. The complete verb is also 
intransitive. 

In teaching the subjunctive mood distinguish between the subjunctive 
of volition, which expresses the determination of the speaker that some 
act be performed, and the subjunctive of wish, which expresses merely a 
desire. 

Two new tenses, the past future and the past future perfect have been 
added by the new nomenclature. These explain the ordinary uses of the 
auxiliaries should and ivould, which are the past tenses of shall and will, 
the signs of the future tense. 



Language Lessons and Composition 129 

The terms predicative and non-predicative are the same as finite and 
non-finite, or modal and non-modal. Every predicate verb of a sentence 
or clause is predicative, every verb used otherwise is non-predicative. 

The suffix ing belongs alike to the gerund and the present participle. 
A word ending in ing is a gerund only when it is used as noun and verb 
at the same time; as, Selling peanuts was his occupation. Selling is a 
noun because it is the subject substantive of was ; selling is a verb 
because it has the direct object peanuts. A word ending in ing is a 
participle when it is used as an adjective and a verb at the same time; 
as, The boy selling peanuts is my son. Selling is an adjective describing 
the boy; it is also a verb, having the direct object peanuts. 

Regular and irregular verbs are best taught by exercises like 183. 

The notional verb is sometimes called the principal verb in a verb 
phrase to distinguish it from the auxiliary verb. 

V. Diagramming: 

In Part III the diagram may be made a great aid in teaching analysis. 
As soon as you think the pupils recognize the parts of speech and the 
elements of a sentence readily, no longer require them to mark the words 
(a) for adjective, (v) for verb, etc. Some of the terms in analysis may 
be new to you. An adjective equivalent is a noun in the genitive case, 
or an appositive noun, or a phrase, or clause, or infinitive, or participle or 
a pronoun. The predicate nominative means the same as predicate noun, 
attiibute complement, or subjective complement. The adjunct accusa- 
tive means the same as objective complement. Be certain your pupils 
get clearly in mind the function of each element. 



130 Manual for Georgia Teachers 



HISTORY 



By President J. M. Pound and H. D. Meyer, State Normal School. 



I. INTRODUCTION. 

Education is character building. A study of the men and women who 
have made the present what it is by their deeds in the past offers splendid 
opportunity for the development of the fundamentals of Citizenship and 
Americanization, Teaching patriotism, a sense of brotherhood, a devo- 
tion to law and order, a harmony of all the good elements of citizenship 
in the "citizen of the future," should be among the chief aims of the 
teacher of History. The teacher of History has a fertile field in which 
to sow the seeds of citizenship and character in the boys and girls under 
her guardianship. The emphasis of History is continually changing. 
The teacher will be the judge of this emphasis and teach accordingly. 

This chapter will follow the general outline given below: 

I. Introduction 

II. Materials and Subject Matter. 

1. Course of Study. 

2. A Lesson Plan. 

3. Two Topical Outlines. 

4. Methods of Recitation. 

5. Local History. 

6. Correlated Subjects. 

III. Methods and Devices. 

1. Use of Maps. 

2. Use of Pictures. 

3. Use of Relics. 

4. Dramatization. — Pageant. 

5. Helps and Devices. 

IV. Special Phases. 

1. Time element in History. 

2. Biographies. 

3. Dates. 

4. Text-Book Requirements and Assignments. 

5. Note-Book Work. 

6. Current Events. 

V. List of Books for Reference and Supplementary Reading. 

I. Listed by Grades. 



History 131 

II. MATERIALS AND SUBJECT MATTER. 

Course of Study. 

Note — The emphasis of history is changing, therefore any course 
of study is tentative. 

Note — It will be well for the teacher to read thoroughly the Intro- 
duction to the various texts. The writer always makes the aim 
of his book clear and generally offers some good advice in methods 
of instruction. 

Note — Georgia History has not been given a fixed place in the course 
of study. It is suggested that the teacher use Georgia History 
whenever and wherever it is possible. Require the pupils of the 
Fifth, Sixth and Seventh Grades to possess a text orv Georgia 
History. Brooks — History of Georgia, or Evans — First Lessons 
in Georgia History are splendid texts. . Follow the text closely 
with the required text. For example; if the lesson is on Indians 
study the Indians of Georgia as well as what is stated in the re- 
quired text. If the lesson is on colonization make a definite and 
lengthy study of the settlement of Georgia. If the lesson is on the 
World War emphasize the part played by Georgia. It is be- 
lieved that this method will be of the greatest advantage to the 
pupil. 

First Grade. 

A study of the pupils' homes and home life. 

Home of common birds and animals — this is in line with the 
study of the home as a study of the pets found about the home. 
Indian Life — Study their type, manners, customs, etc. 
The Indians of Georgia — Localize the study as far as possible. 
Pilgrims and Thanksgiving. 
The early settlers of Georgia. 
The story of Christ and Christmas. 
The Life of Lee — Celebrate Birthday — Also study some characters 

in Georgia History having the general character of Lee. 
Life of Washington — Celebrate Birthday. 
A study of the American Flag. 
Georgia Day — Celebrate Birthday. 
A study of the Georgia Flag. 
Continue the study of home life. 
(The Eskimos and Dutch may be studied as comparative types.) 

Second Grade. 
Primitive Life. 
Tree Dwellers. 
Early Cave Men. 
Columbus Day. 
Indians. 
Thanksgiving. 
Puritans. 



1 Manual for Georgia Teachers 

Christmas. 
Lee's Birthday. 
Georgia Day. 
Washington's Birthday. 
Shepherd Life. 
Bible Stories. 

Third Grade. 

A survey of the races worked out from the standpoint of child- 
life. Study the different types of people and make comparisons. 
Study their different customs, manners, modes of dress, ways 
of living, etc. 

The salient features — Food, shelter and clothing are studied in 

• relation to climate, surface and rainfall. 

The text used in this class is "Big People and Little People of 
Other Lands.'- — Shaw. 

Note — In the preceding grades the chief aim is to establish and 
create an atmosphere and a general love for History. 

Fourth Grade. 

A study of the settlement of America. 

Spanish, English, Dutch and French colonies are studied as types. 

The Mother Country of each is carefully investigated. 

The adaptation of the colonists to conditions of the new country 
is stressed. 

Note — Here we would place special emphasis on Georgia. Make 
an elementary study of her settlement — early settlers — relation 
of colonist to Mother country, etc. 

The text of this grade is, "Early Colonies of America," by Pratt. 

A splendid opportunity for correlation is offered. The geographi- 
cal features of the different settlements are obtained by a 
study of Geography — Frye's "New Geography." 

Fifth Grade. 

Note- As this is the first grade in which a real study of the text 
is begun, it is well to teach the class how to study a History 
Lesson. The following suggestions are not to be memorized by 
the pupil, but should become fixed habits through constant and 
supervised use. 

1. Necessary materials for study — Paper, pencil, a geography, 

and as many texts as possible. 

2. Be sure of the assignment — number of pages to study and 

where the lesson is to be found in the text. What is to be 
done and when the lesson is to be recited. 

3. Read the lesson as a whole to get the main subject and main 

topic, 
4 Locate each event or place — drawing a rough sketch when 
necessary. 



History 133 

5. Compare or supplement topics discussed with present sim- 

ilar events or experiences'. 

6. Read each paragraph and get main thought in outline. 

7. Try to recite the lesson from the outline that is made. 

8. Make a list of questions suggested by the lesson which you 

would like to have answered. 
It is vitally important to Educational Advancement that the pupil 

KNOW HOW to study. 
All time that is spent in teaching how to study is time well spent. 

Fifth Grade. 

Period of Discovery — a study of the Explorers and the lands ex- 
plored. Some of the chief explorers are— Cabots, Magellan, 
DeSoto, LaSalle, Cortez, Ponce de Leon, etc. 
.Period of Colonization— a study of the settlement, settlers and 
their new relations. Virginia — John Smith. New York — Hud- 
son. Georgia — Oglethorpe. 

Period of the Revolution — the causes, battles, leaders and results. 

The New Nation — George Washington — Thomas Jefferson — 
Lewis and Clarke— George Roger Clarke— Andrew Jackson — 
Abraham Lincoln — Robert E. Lee— Fulton— Morse— Edison 
and others. A study of character. 

The text used is — Primary History — by Mace. 

Sixth Grade. 

Note — Here the foundation for a study of other nations is made. 

It will be found profitable to link present events with the study. 
Give special emphasis on the Countries of the World War. 
Study the nations that were with the Allies and those of the 
Central Powers group. Study the new relationship of nations. 

The Greeks— as builders and artists, their religion, how they lived. 

The Romans — beginning of Rome, their conquests, development of 
the Republic into the Empire, Julius Caesar, his successors. 

The Germans— the kind of people, their conquests, how they 
learned from Rome. 

The English— Alfred the Great, Norman Conquests, King John 
and the Great Charter, Beginning of Parliament. The towns, 
village life, the nobles, Feudalism. 

The Church in the Middle Ages— Cathedrals, Monasteries. 

The Crusades— what they were, Richard the Lion-hearted (a 
type), results. 

Discovery of the Western World — Columbus and his successors. 

Exploration of the Western World — Cortez, DeSoto, and others. 

European Rivalries — France and Spain in Europe and America. 
England the rival of Spain in Europe and America. Spain 
attacked by the Dutch. Englishmen join in fight against Spain. 
English voyages Westward. 

The text used is— "The Story of Old Europe and Young Amer- 
ica," bv Mare and Tanner. 



134 Manual for Georgia Teachers 

Seventh Grade. 

Note — The Text is "The Essential Facts of American History." 
— Evans. Since this text is rather long it is suggested that the 
work of the Seventh Grade begin at the Period of Revolution. 

Period of Revolution — Causes, battles and campaigns, leaders, re- 
sults. 

Period of Development — The Constitution, presidential adminis- 
trations, period develops the history to Andrew Jackson's ad- 
ministration. 

Period of Disunion — Causes, battles and campaigns, leaders and 
results of the War Between the States. 

Period of Reunion — Reconstruction, development, progress, a 
study of the growth of sections, industries, inventions, agricul- 
ture, etc. 

The World War — Our Country and the New Age. 

2. A Lesson Plan. 

Statement — Jefferson, without advice of Congress, bought from 

France vast amount of land known as the Louisiana Territory. 
Problem — Was the Louisiana Purchase justifiable? 

1. As a bargain. 

2. As a precedent. 



History 



135 



PROCEDURE. 
What do you consider a bargain? 



SUBJECT MATTER. 

I. A Bargain. 

Definition — A bargain is an ex- 
change satisfactory to both 
parties. 

II. Description of Louisiana Terri- Consider the territory in question. 



tory. 

a. Location — boundaries. 
Commercial position. 

b. Climate — effect on people. 

c. Resources — mineral, etc. 

d. A bargain as desirable terri- 
tory. 



How did its location make it of com- 
mercial value to the United States? 
What kind of climate did we find 
there and what effect did it have on 
the people? Has the land proved 
its worth in resources? We now 
have reasons why it would be an 
asset to the United States — there- 
fore — was it a bargain? 



III. Conditions in France at the Consider the state of affairs in France 



time. 

a. Possession of territory by 
France. 

1. Treaty of Paris. 

2. Secret Treaty. 

b. Fear of England. 

c. Financial distress of Napoleon. 

d. A bargain to France. 



at the time. How did France hap- 
pen to hold territory? What posi- 
tion did France hold among other 
nations? How were financial con- 
ditions influential? Did these con- 
ditions make selling this territory 
a bargain to Prance? 



IV. State of affairs in the United Give four good reasons for Jefferson's 
States. action, 

a. Value of bargain to the United 
States. 

1. Warlike attitude of Span- 
ish rulers. 

2. Distress of traders in United 

States. 

3. Desire for growth and ex- 
pansion. 

4. Care for welfare of people. 
Result — Territory absolute 

necessity. 



V. Jefferson's action. 

a. Decision* for purchase. 

1. Appropriation of two mil- 
lion dollars for New Orleans. 

b. Negotiations. 

1. Livingston. 

2. Monroe. 

c. Agreement on bargain. 

1. Fifteen million dollars. 

d. Contract for thirteen million 

dollars not in hand for the 
territory; the annexation of 
which constitution does not 
provide. 

e. Was the purchase justifiable. 



Before a bargain can be made what 
provision is necessary? How much 
money did Jefferson have and for 
what purpose? Although he lacked 
thirteen millions, what did he do? 



In what way was it unconstitutional! 
Was it justifiable? 



Summary. 



Summary. 



136 Manual for Georgia Teachers 

1. France — financial need satisfied. 

2. United States — Commercial values obtained. Citizens protected. 

Conclusion — The purchase of Louisiana Territory as a bargain 

was justifiable. 
Assignment^ — Discuss matter from the standpoint of precedent. 

Compare with the administration of Woodrow Wilson. 

?. Topical Outline. 

Note — This is merely suggestive of a method and is not to be slav- 
ishly followed by teacher. 
The first one is about the settlement of Georgia. 
Settlement of Georgia. 
I. Historical Background of Settlement and of Settlers, 

A. James Edward Oglethorpe. 

B. Debtors. 

C. English Laws. 

D. Plea for a Colony. 
n. The Charter. 

A. To whom granted. 

B. When. 

C. For what length of time, 
in. The Grant of Land. 

A. Where. 

B. Its limits. 

IV. The Sailing. 

A. Gathering of the Settlers. 

B. Place of sailing. 

C. Name of ship — leader — number on ship. 

D. The voyage. 

V. The Landing. 

A. At Charleston — time, conditions, etc. 

B. At Yamacraw Bluff — time, conditions, etc. 

C. Incidents of landing. 

D. Early experiences of the settlers. 

4. Methods of Recitation. 

Interest in the subject will depend largely on the type of recitation. 
Monotony of recitation will destroy the interest quicker than any- 
thing else. Try to vary the recitation from day to day. Strive 
to create interest in the subject matter rather than attempt to 
cover so much of the text. Have the student enjoy the History 
period having the lesson taught in various ways. Some sug- 
gested methods for a History recitation are given. 

1. The fact recitation — asking questions and having answers. 

2. Lecture form or story telling. 

3. Lesson in correlation — where the topic needs geographical 

aids correlate the lesson of History with that of Geography. 



History 13 ^ 

4. Written Work — have the pupils write the answers to some 

questions given on the daily recitation or have them write a 
story about the lesson, etc. 

5. Debate Lesson — where some question is offered that may be 

debated choose sides and have a debate. The assignment for 
this type of recitation should be made some days ahead of time. 

6. Conversation Lesson — this is a socializing exercise — the pupils 

have a round-table discussion of the lesson, each one giving 
his thought. 

7. Lesson Bee — Choose sides and have the pupils to ask questions. 

If the question can not be answered by the opposite side the 
members of that side return to their seats. The teacher must 
be referee and all questions must be clear, reasonable and 
definitely answered. 

8. Visit historical places relating to the lesson — especially stress 

the local interest of the place visited. 
Originality will add many other methods to this list. 
Avoid the paragraph method of teaching History and constant 

memorizing of the text. 
At times have written and oral reviews. * 

5. Local History. 

Study Georgia — Know your own State — Know your County — 
Know your Community, 

Time spent in teaching Georgia is time well spent. 

Whenever and wherever it is possible, drive home to the hearts of 
our Boys and Girls facts about their Own. Too often we find 
that the embryo-citizens know more about other lands than they do 
their own. Georgia is rich in historical resources. Georgia has 
had a glorious past and the heritage of her citizens is worthy of 
praise. Know Georgia for her past. Know her for the good you 
can do. Know Georgia to be able to better serve her in the 
present and in the future. Know Georgia that you may give to 
her your best in the future. 

Note — (Suggestions have been given as to how it is thought best to 
teach Georgia History in our schools.) 

6. Correlation. 

One of the best methods of teaching is through Correlation. Many 
subjects bear a close relationship one to the other. In our ele- 
mentary grades, especially, we find splendid opportunity for corre- 
lation as, for instance: 

Correlate History and Reading. 

Either supplementary reading is used to throw light on history or 

historical literature is used for reading matter. 
It is easy to make History the Reading lesson. 
A good plan is to review all selections of a historical nature in 
the Reader. 



138 "' M'anoil''for Georgia Teachers 

Reading and History may be combined up to the higher grades. 

Bring out the history of the selection read and develop historical 
characters. 

Have oral reading during the History recitation. 

Use classics and memory gems having an historical bearing. 
We may also correlate History and Language. 

Oral and written language work may be based on material pre- 
viously taken as History. 

Historical themes, character sketches, biographies, etc., may be 
used and made a part of the composition work. 

Correct English should be insisted upon during the History reci- 
tation. 

Debate Historical subjects. 

Dramatize Historical events. 

This type of correlation can be made without any harm to either 
subject. In fact, History receives direct aid from such work. 
We may also correlate History and Geography. 

The best method is to parallel subjects in the course of study. 

Another method is to give the History of a country preceded by 
its Geography or the History of a country followed by its 
Geography. 

HI. METHODS AND DEVICES. 
X. Use of Maps. 

As a visualizing factor, maps are indispensable for the teaching of 

History. It is generally agreed that the work is poorly done 

unless there is constant use of maps. Especially is this true as 

the work advances. 
Advantages: 

The pupil is learning location, direction and position. 
He localizes the place under discussion and learns better to evaluate 

claims of parties, warring nations, sections, etc. 
Journeys, routes, and various movements are followed. 
Marches of armies are traced. 
A visual picture of the country is obtained. 
A study of the physical features may be made. 
Brings events and places into closer relationship. 
Emphasizes text and makes it clearer. 
The maps are in the textbooks or may be wall maps. It is profitable 

to have a set of maps for History use. Also, have maps made in 

class or at home. 

2. Use of Pictures. 

Pictures form another attractive method of visualizing History. 
Pupils in all the grades enjoy pictures. The teacher will find 
added interest in the work where pictures are used. 

Advantages of use: 



History 139 

Makes the mental picture clearer. 

Makes REAL the men — events — nlaces. 

Emphasizes persons — places — facts. 

Shows battlefields — armies — machinery — etc. 

Shows costumes — types of clothing — manners and customs. 

Lends correlated interest to art and literature. 
Pictorial charts are valuable and should be made by each grade. 
Select only suitable pictures for the wall. 

Use of Relics. 

Whenever and wherever it is possible to obtain a relic or some inter- 
esting object illustrating an historical fact, obtain it and use it. 
It will make the condition, event, or incident clearer and will add 
a peculiar local interest in the study. Indian bows and arrows, 
spinning wheels, weapons, powder horns, individual family relics 
are valuable aids in teaching History. The relics will add a 
realness to the lesson that may be obtained in no other way. 

Use of Dramatization. 

This is perhaps one of the most effective ways to teach History. It 
is just coming into its own and receiving attention due it. The 
pupil assuming the role of some historical character and acting a 
scene around which is woven the events of historical interest will 
never forget those characters and those events. History is full of 
characters and events for dramatization. Tomochichi, Miles 
Standish, George Washington, Betsy Ross, Robert E. Lee and 
Thomas Edison are illustration for character development. The 
colonization of Virginia, the landing of the Pilgrims, the spirit of 
seventy-six, making the flag, making the peace treaty, landing of 
Oglethorpe, life of early settlers, etc., are some of the topics 
that may be acted. This method will clearly, forcibly, and indel- 
ibly plant the character and the event in the hearts and minds of 
the pupils. Nearly all the stories used in the primary grades may 
be dramatized. The use of the tableau is suggested. The his- 
torical pageant is gradually receiving much attention. It will be 
well for the teacher to study pageantry and investigate the value 
of this type of presentation — especially in its educational value to 
the community. 

Helps and Devices. 

As teachers are not of uniform ability, and further, often lack time 
to think out and ponder over devices and helps for each subject — 
a few such suggestions are given. The teacher will adapt the 
particular help or device to her particular grade or lesson, 
a. Have pupils bring books and magazines for pictures and his- 
torical topics, 
b- Organize reading circles and give them good material for 
historical advancement. 



14U Manual for Georgia Teachers 

c. Have debates on historical subjects. 

d. Use current events to connect past and present. 

e. Bring in a local speaker occasionally — old soldier, pioneei 
citizen, men and w^omen of talent, persons having visited his- 
torical places, veterans of the World War — and have them 
talk to the pupils. 

f. Observe historical daj's with appropriate exercises. 

g. Visit local points of historical value. 

h. Where the topic permits and vv^here the song is adapted to 
the topic — sing. 

i. Teacher and pupils impersonate certain characters and act 
certain parts. 

j. When studying men like Washington — Patrick Henry — ^Wil- 
son, etc., have some pupil memorize all or a part of a notable 
speech by one of these men and deliver it to the class. Have 
the class assume the historic assembly to which the speech was 
delivered. 

k. Let the pupil recite on the topic and then if any other student 
knows other facts about the topic, let the reciting pupil call 
on him for them. 

IV. SPECIAL PHASES. 

1. Time Element in History. 

The prevailing tendecy seems to be to give three recitations per 
week to History in Grades I, II and III, and five recitations per 
week in Grades IV, V, VI and VII. The tendency might be said 
to be growing toward giving five periods in all the grades. The 
recitation period should range from fifteen minutes in the first 
grade to thirty minutes in the seventh grade. The period should 
be of sufficient length to do something more than merely test the 
knowledge of the lesson. 

2. Biographies. 

The History of an age is largely woven around the life of some 
great man or woman. As the chief function of History teaching 
is character building — the teacher can not afford to neglect the 
great value of biography. 

3. Dates. 

It is a mistake to force the pupil to remember many dates. There are 
certain dates that will form the basis for historical study. Such 
dates as 1607 — 1776 — 1861 — 1918 — and a few others must be 
fixed Immovably in mind. The pupil may be required to know 
the dates for the immediate lesson, but when the review work is 
taken, the dates should be sifted to a knowledge of only the 
fundamental ones. Sometimes it is sufficient to remember the 
general period of time — as, for instance — during the early part of 



History 141 

the seventeenth century or about 1600 or during the last part of 
the eighteenth century. Only a few of the important dates 
should be memorizd. 

4. The Textbook and the Assignment. 

But few teachers below the fifth grade place a textbook in the 
hands of a pupil. The three higher grades use a textbook. 
Teaching the pupil how to study the text is the first factor. Have 
him know the author, read the preface and the introduction. 
Next get a glimpse of the book as a whole by studying the table 
of contents. Try to catch the general aim of the author. The 
teacher should divide the text into the number of recitations for 
the year. The teacher then gives these assignments to the pupil, 
and the pupil should be careful to get the proper assignment. 
Suggest essential topics and give them subtopics to study. Dis- 
courage the memorizing of any part of the text. Through con- 
stant drills and recitations the essential facts are known, and by 
reviews these facts are made to contribute to the growth in 
character. There is one standard for recitations and another for 
reviews. As the review covers a larger field a sifting of minor 
facts and insignificant facts should be made. Use the textbook 
as a guide and a reference. Use it to review logically. 

5. Notebook Work 

There is a wide difference of opinion as to the use of the note- 
book. The use can be overdone and become a hindrance to proper 
development. Used in moderation, and especially to utilize the 
outline and keep the essential facts, the notebook is u splendid aid 
in teaching. In the lower grades it may be used as a basis for a 
scrapbook of historical materials. For the higher grades it will 
be used to contain the outlines and all outside historical materials. 

6. Current Events. 

There are many ways to bring current events into the course of 
study. 

a. Form Current Events Clubs — have them meet once a week 
for a study of current events. 

b. On Friday afternoon devote a part of the program to current 
events. 

c. Endeavor to interest pupils in current topics. 

d. Encourage the reading of newspapers and magazines. 

e. When possible, link the past historical event with events of 
the present day, 1 

f. Let the past event explain the present situation when it im- 
possible to make a comparison or contrast. 

g. Compare past events with present conditions. 



142 Manual for Georgia Teachers 

v. LIST OF BOOKS FOR REFERENCE AND SUPPLEMENT- 
ARY READING. 

Note — The list is by grades. It is by no means complete, it is 
merely a suggested* group of standard works on Historical topics. 

FIRST GRADE. 

The Child's World.— Poulsson. 
Morning Talks. — Wiltse. 
Eskimo Stories. — Smith. 
Seven Little Sisters. — Andrews. 
Stories of Animal Life. — Bass. 

SECOND GRADE. 

Bible Stories from the Old and New Testament. 
Story of the Bible.— Hurlbiirt. 
The Book of Knowledge. 

THIRD GRADE. 

Sailing Ships and Their Story. — Chatterton. 

How We Travel. — Chamberlain. 

Little Folks of Many Lands. — Chance. 

The World and Its People. — Book I. — Carroll. 

Geographical Nature Studies. — Payne. 

FOURTH GRADE. 

Children's Book of American History. — Blaisdell and Ball. 

First Course in American History. — Hodgdon. 

Stories of Colonial Children. — Pratt. 

Stories of Great Americans for Little Americans. — Eggleston. 

FIFTH GRADE. 

Daniel Boone and the Wilderness Road. — Bruce. 
American Inventions and Inventors. — Mowry. 
Leading American Soldiers. — Johnston. 
Historic Inventions. — Jacobs. 

SIXTH GRADE 

Our Ancestors in Europe. — Hall. 

Reading References for English History. — Cannon. 

A History of England and Greater Britain. — Cross. 

SEVENTH GRADE. 

A Short History of the United States. — Bassett. 
Beginnings of American People. — Becker. 
Readings in American History. — McLaughlin. 
Readings in American History. — Muzzey. 

A SPECIAL LIST IS GIVEN FOR GEORGIA. 

Stories of Georgia. — ^Joel Chandler Harris. 

History and Civil Government. — J. H. F. McPherson. 

Georgia — Historical and Industrial — Department of Agriculture. 



Physiology and Hygiene 143 



PHYSIOLOGY AND HYGIENE 



By Miss Lurline Parker, Field Worker G. N. and 1. C. 



GROUP 1. 
First Month. 

Items of the Daily Inspection as illustrations of personal hygiene. 
Emphasis on cleanliness. Story of "The Pig Brother." Show 
how and when to wash face, hands, neck and ears, head and hair. 
Bathtub nights. Cleanliness of feet and shoes. 

Second Month. 

Teeth — Cleanliness. Materials: Individual brushes, dentifrice, 

floss. Time of use; how to use (toothbrush drill), brush away 

from roots. Frequent visits to dentist. 
Eyes — Protection from dust, light, fine work, slingshots, etc. 

Third Month. 

Skin — Protecting coat. Compare with lower animals. Care. 

Cleanliness. Purposes, kinds and times for baths (minimum t, 

weekly.) 
Clothing — Use of overshoes, coats; their removal from room. 

Clean clothing. 
Head and Hair — Regular times to wash, cut and keep in order. 
Nails — Clean and well kept. Harm of biting. 

Fourth Month. 

Food — Correlate with Child Health Alphabet. (See "'Illustrative 
Material.") Use pictures, food charts. Compare body to engine, 
food to fuel. Regular habits of eating. Wholesome foods: 
Milk, cereals, fruits, vegetables, etc. Abstinence from tea, coffee, 
pernicious soft drinks (and sweets between meals). 

Body wastes compared to ashes. Establish regular habits. Wash 
hands before meals and after attending toilet. 

Fifth Month. 

Fresh Air, Sunshine, and Exercise. 

"The Five Best Doctors." (Jones' Keep Well Stories.; 

Demonstration : 

Materials — Two plants, one grown in sun, the other in shade. 
Aim — To show how sunshine and fresh air affert plants and 
apply to children. 



144 Manual for Georgia Teachers 

Observation — Contrast of the two plants, the one strong, vigorous, 
with vital resistance, the other weak and susceptible to plant 
diseases. 
Application — Children are human plants; sunshine and fresh air 
give them color, strength and vigor. 
Provide door mat. Have oiled floors. Windows open day and 
night. Out-of-door play, rest before and after meals. Impor- 
tance of unobstructed breathing. 

Sixth Month. 

Water. Enforce use of individual cups. Demonstrate making of 
paper cups. Keep water supply pure. Eight glasses daily. Sip 
at meals after food is swallowed. Encourage use of water "inter- 
nally, externally and eternally." 

Seventh Month. 

Correct sitting and standing postures. Inspection and drills for cor- 
rection. Habits predisposing to bad posture, as carrying books, 
papers, wrong seating in school, etc. (See Posture Under Physi- 
cal Examination.) Keys to good posture: Head up, Chin in. 
Chest up, Waist in. Knees straight. Body weight on balls of feet 
and toes straight ahead. 

Eighth Month. 

Prevention of contagious diseases; colds, epidemics. Suitable cloth- 
ing for weather and season. Clean handkerchiefs to cover coughs 
and sneezes. 

"Cover up each cough and sneeze, 
If you don't, you'll spread disease." 

"When you have to cough or sneeze. 
Do it behind your handkerchief, please." 

Fresh air, good food and regular habits; purity of air, water, food; 
cleanliness of clothes and surroundings as preventive measures. 



GROUP II. 

First Month. 

Food — Demonstrations, pictures, charts (made by pupils). Use in 
body, how to select; cooking of certain foods (starches, etc); 
caring for food by cleanliness, cold, heat, guarding from flies, etc. 
Caring for digestive organs by exercise,, mastication, quantity, 
coarse foods, regularity, wholesome hot lunches at school properly 
eaten. 



Physiology and Hygiene 145 

Second Month. 

Reasons for cleanliness of teeth morning and evening. ' Individual 
toothbrush, how used. Continue toothbrush drills. Clean eyes, 
ears, nose, skin, hair, etc. Cleansing hot baths. Removal of 
underclothes at night, relation to healthy skin. 

Third Month. 

Fresh air. Suggested experiments: 
1. Materials: Glass of lime water, cane or glass tube. 

Aim : To prove that we exhale carbon dioxide. 

Operation: Breathe into lime water. 

Observation: Lime water turns milky. 

Conclusion: Lime water made milky by C.O2 ; we exhale C.O2 

Demonstration (to be given by pupils). 

Materials: Apple or other fruit from open fruit stand; clean cloth. 
Aim: To show danger of not properly cleansing fruit before eat- 
ing it. 
Operation: Wipe fruit with cloth. 
Observation: Cloth is soiled. 

Conclusion: Always wash or pare fruit before eating it. 
Application: Incidents of disease carried thus (notably typhoid). 

2. Materials: Candle, glass, cardboard, and grasshopper. 

Aim: To show that Oxygen supports a flame and also life. 

Operation: Place candle in glass, light it and cover with cardboard. 

Observation : Flame goes out. 

Conclusion: Oxygen supports the flame. 

Application: Put grasshopper in this glass which is destitute of 

Oxygen and note results. Grasshopper is limp from heat and lack 

of Oxygen. (Body a stove, need of Oxygen for combustion). 
Proper way to dust (demonstrate with cloth dipped in solution of 

kerosene and water, or prepared furniture oil). Danger of 

feather duster. 
Ventilation of sleeping and h'ving quarters. Room temperature 

65 to 68 degrees F. 
Value of sunshine (nature's disinfectant). 
Recreation in out-of-door sports. 1 

Fourth Month. 

Abstinence from tobacco, tea, coffee, pernicious soft drinks, and 

alcohol. 
Tobacco and economy, heart, digestive organs, nervous system, 

scholarship. 
Substitute milk (one quart daily is needed for children) for tea and 

coffee. 
Take fruit juices free from carbonated water for soft drinks. 



146 Manual fok'(tEorgia Teachers 

Fifth Month. 

Emphasis on posture. During entire year teach children how to sit, 
how to stand, how to recline (without pillow). 

Exercises for good posture, games, muscular tone, normal weight, 
etc., as conducive to good posture. 

Effects of bad posture on bony structure, vital organs, digestion, 
circulation, respiration, etc. 

Keys to good posture (See Group I, Sixth Month). 

Give Bancroft's Triple Test. (See Posture under Physical Exami- 
nation.) 

Sixth Month. 

Disease germs. Have class bring examples of plant parasites (mis- 
tletoe, lichens, tree ferns, etc.). Show effects of helpful (as in 
sour milk, etc.) and harmful (disease) bacteria. Possibility of 
preventing harm from harmful ones. (A strong body conquers 
harmful bacteria.) Danger of carriers. Sanitary milk and 
water supply. 

Insect-borne diseases: Typhoid Fever; Malaria; Bubonic Plague: 
Sleeping Sickness. 

Spray-borne diseases: Tuberculosis, Pneumonia, Influenza, etc. 

Study present or past epidemics in community and make recommen- 
dations. 

Seventh Month. 

Care of lungs and air passages. Compare breathing of other ani- 
mals with breathing of man. Record. Organs of elimination: 
Kidneys, skin, lungs, and intestines. Care of each. Frequent 
baths. 
Bring samples of clothing material and tell sources. Power of 
absorption and evaporation. Relation to health. 

Eighth Month. 

Care of eyes and ears. Accidents. Prevention. Treatment. 

Suggested exercise for class: (i) Look at fine and large print; dis- 
tance. (2) Blackboard; contrast clean and dirty. (3) Whisper; 
tone effect. 

Effects of overtaxing auditory nerves. (Defective hearing is common 
among men who work in factories where there is continual, loud 
noise.) 

Shell shock. 

GROUP III. 

First Month. 

Sanitation. Disease germs. Entrance into body. Struggle between 
body and germs. Rules for preventing germs from entering body. 
How body destroys germs. Cleanliness, neatness, order. Rela- 



Physiology and Hygiene 147 

tion to health of classmate. Condition of schoolroom. Value to 
school and community. 
Organization of Sanitary Squads to inspect hygienic conditions of 
school and for neighborhood work. 

Second Month. 

Cleanliness of Surroundings. (Sanitation.) Dust and its dangers. 
Control. Waste paper baskets, fruit skins, paper, etc., on side- 
walks. 

Where germs grow. Preventive measures and control. 

Suggestion :Make a sand table representing clean homes, yards, 
barns, etc. 

Third Month. 

State Department of Health, relation to health of people. Medical 
examination. Co-operation of parents. Report contagious dis- 
eases. Quarantine and disinfection. Squads to fight mosquitoes, 
flies, rats, roaches, etc., and report at intervals what they have 
done. 

Birth certificates. Vaccination certificates. Typhoid inoculation. 

The Ellis Health Law of the State of Georgia provides county 
boards of health, names their duties and fixes their source of com- 
pensation; it creates sanitary districts, etc. (Copy of this law 
may be obtained by writing to the State Board of Health, Atlanta, 
Ga.) After January, 1921, Georgia will probably be the leading 
state with regard to full-time Health Officers. 

Fourth Month. 

Sanitation of the classroom. Open-air and open-window classes. 
Individual cups, towels, pencils, etc. Lighting, seating, floors, 
room temperature as preventing physical defects. 

Fifth Month. 

Relation of care of home to neighborhood. Noise, odors, plumbing, 

garbage. 
Pure Food Laws. Importance of purchasing food from clean, 

screened stores. Necessity for screening houses. 
Demonstrations by members of class on different phases of good 

housekeeping. (Proper way to dust, sweep, clean metals, remove 

stains, bed making. Selection and' care of hangings, furniture, 

wall paper, household linens, etc.) 

Sixth Month. 

Diseases. Smallpox vaccination. Length of immunity. Cause of 
rabies. Prevention, Treatment. Isolation and quarantine of 
Measles, Chicken Pox, Scarlet Fever. Local and especially im- 
portant: Hook worm. Typhoid, Malaria. 

Symptoms. Entrance into body. Where most common. Preven- 
tion. Treatment. 

Explain anti-toxin, serum, etc. 



148 Manual for Georgia Teachers 

Seventh Month. 

The House Fly. Life history, habits, etc. A disease carrier (show 
pictures). Remove breeding places, screen, swat. How to keep 
milk, etc., germ free. Make model of sanitary dairy as class 
problem. 

Diseases contracted from impure milk. Pasteurization (killing 
germs in milk) heating it to 170 degrees F. and keep at this tem- 
perature one hour. Milk for use of baby should be put in clean 
bottles with small necks and stopped with a pledget of absorbent 
cotton. Place this in wire basket or frame and immerse in a 
kettle of cold water, heating it gradually. At proper time remove, 
quickly place on ice and do not remove cotton until ready to use, 
then warm and give to baby. 

Disinfection : Light, heat, chemicals. 

Unhygienic habits: Putting fingers in mouth, hands to face, ex- 
changing books, pencils, towels, cups, etc. Spitting is so prevalent 
that it needs special emphasis. 

Eighth Month. 

Public sanitation. Its field. Necessity for support of public health 
officers. Quarantines, epidemics. Building and support of hos- 
pitals and sanitoria. Provision for water supply, sewerage dis- 
posal. Collection of vital statistics and reporting contagious dis- 
eases. 

The people should be educated in regard to preventable diseases. 
(Georgia's toll from preventable diseases is about lOO per county 
annually, which costs the state about $45,000,000.) 

GROUPS I, II AND III. 
Ninth Month. 

Review year's work. Observation as to effort and success of pupils 
of putting into actual practice the instruction of the term in 
hygiene. 

Have public exhibit of charts, sand tables, projects, pageants, show- 
ing work in health. 

In addition to the thirty minutes of Hygiene and Physical Education 
required daily in all Georgia schools, not less than one hour each 
week (two thirty minutes periods are suggested) is to be devoted 
to the practical instruction in Physiology for sixth and seventh 
grades each. 

The following outline of Lessons in Physiology is based on the state 
adopted texts, namely: Ritchie-Caldwell "Primer on Hygiene 
and Sanitation," taught in the sixth grade, and Winslow's 
Healthy Living," Book II, taught in the seventh grade. 

More advanced work in Physiology should be done in the High 
School. For this work the teacher will find the following books 
indispensable: 



Physiology and Hygiene 149 

1. Hough and Sedgwick — ^The Human Mechanism — Ginn & Co. 
Pub. 

2. Martin — The Human Body. 

Suggestions : 

Class work should be made as concrete as possible. The free use 
of diagrams, experiments, collateral reading, library reports. 
etc, is indispensable in making the work objective. 



150 Manual for Georgia Teachers 



PHYSIOLOGY 



First Month — Bony System. 

(a) Function of skeleton. 

(b) Parts of skeleton. 

1. Study drawing of skeleton and positions of bones. 

2. Composition of bones. Experiment: Place slender bone in 

muriatic acid until mineral matter is taken out of it, then tie 
it in a knot. Show similar bone after animal matter has 
been burned out of it. 

3. Ligaments, their function. 

4. Study diagrams of joints: 

Hinge joint, as elbow. 

Ball and socket, as shoulder. 

Gliding, as wrist. 

5. Study diagram of spinal column. Structure of vertebrae. Nor- 

mal curves. Relation to posture. 

6. Study normal position of bones of the feet. 

Second Month — Muscular System. 

(a) Structure of muscles. Fibers and tendons. 

1. Voluntary. 

2. Involuntary. 

(c) Functions. Contraction of fibers causes movements. 

1. Draw diagram showing biceps of arm in lifting of weight. 

2. Feel biceps when bringing hand toward shoulder. Relax, show- 

ing antagonistic action of muscles. 

3. Study action of various muscles. Open and close hands and 

notice movement on the front of the wrist. 

(d) Effect of muscular exercise on body. Best exercises are those 

that develop as many of the muscles of the body as possible. 

Third Month — Digestive System. 

(a) Use diagram to show names of parts of alimentary canal and 

where each part begins and ends. 

(b) Discuss glands found in it and their functions. 

(c) Digestive purposes of saliva, gastric juice, pancreatic juice, and 

intestinal juice. 

(d) Pharynx and esophagus. Difference in esophagus and wind- 

pipe. Walls of esophagus contain muscles which contract and 
push the food along. 

(e) Stomach, size, shape, and position. Digestion in stomach. Use 

experiment to show digestion of white of egg (p. 31 Richie- 
Caldwell Primer). 



Physiology 161 

(f) Small intestine. Length and position in body. Chief seat of 

digestion and absorption. Structure and function of villi. 
Illustrate absorption by showing how salt or sugar dissolved 
in water will pass through a paper. 

(g) Storage of food in body. 

(h) Colon, size and direction, function. Appendix, position. Causes 
of appendicitis. Mesentery and its function. 

(i) Know the meaning of mastication, digestion, absorption, and 
assimilation. 

(j) Teeth, structure. Show models and diagrams. Relation of 
sound and unsound teeth to digestion. 

Fourth Month — Respiratory System. 

(a) Organs of respiration consist of nasal passages, pharynx, larynx, 

windpipe or trachea, bronchi, and lungs. Draw diagrams of 
cross section of these parts, showing relative shapes and 
length of each and their location. 

(b) Study from diagrams nearness of heart to lungs, arteries going 

to lungs, capillaries returning to heart. 

(c) Relation of eustachian tube to pharnyx. Show how defective 

hearing may result from diseased tonsils which should be 
removed. 

(d) Adenoids obstruct breathing and should be removed. 

(e) Respiration. Blood gives oxygen to cells and receives carbon- 

dioxide from cells. 

(f) Mechanics of breathing. Lung cavity enlarges by contraction 
of muscles between ribs raising breast bone and front end of 
ribs and of dome shaped diaphragm, enlarging the central part 
of the thoracic cavity regularly about twenty times a minute, 
and air goes into the partial vacuum. Process reversed in 
expiration. 

Experiment: 

Aim: To show action of diaphragm in breathing. 

Materials: Lamp chimney or bottle with bottom broken 
out, rubber tissue, string, cork, and bicycle pump. 

Operation: Tie rubber tissue over one end of lamp chim- 
ney or bottle, place cork to fit other end, bore hole, and 
insert tube from bicycle pump. Operate pump. 

Observation : Watch action of rubber tissue when pump 
handle is drawn. 

Conclusion: Action of diaphram is analagous. 

(g) Healthy lung tissue will float because of air sacks. Diseased 

lung tissue will not float, as air sacks are solidified. 

Fifth Month — Circulatory System. 

(a) Function of circulation is to carry food and oxygen to all parts 

of the body. 

(b) Study and make the following drawing carefully: One of gen- 



Systemic Circulation. 



Pulmonary Circulation. 



162 ^ Manual for Georgia Teachers 

eral circulatory system showing venous and arterial blood in 
colors and passing through lungs, liver and kidneys. 

(c) The blood flows in the following circuit: 

f Right ventricle to 
Pulmonary artery to 
Lungs to 
Pulmonary veins to 

Left auricle to 
Left ventricle to 
Aorta and its branches to 
All organs of the body (except the lungs) tc 
Veins which unite to form the venae cavae to 
Right auricle to 
V Right ventricle. 

(d) The Heart. Use diagrams to show size, shape, position, peri- 

cardium, endocardium, auricles, ventricles, valves; functions of 
each. 

(e) Arteries and veins. Their structure and position. 

(f) The blood. Composition; function of each constituent. 

(g) Lymphatic system. Blood and lymph internal medium in which 

tissues of the body live. Lymph primarily derived from blood 
is renovated by blood. Sewage stream of body. 
(h) Control of temperature of body. 

Sixth Month — Excretory System. 

(a) Different kinds of poisons, consisting mainly of carbon dioxide, 

water, urea, inorganic matter, etc., are accumulating all the 
time in the body and require different organs to carry them out 
of it. 

(b) The following organs have for their principle function the free- 

ing of the body of this poison and refuse material: 
Lungs, giving off C O2 and H2 O. 
Kidneys, giving off urea, uric acid, etc. 
Intestines ; nitrogenous compounds. 
Liver; bile pigments. 
Skin; urea, salts, water. 
(e) Importance of keeping excretory organs in good condition. Com- 
pare body wastes to ashes or sewage system of a city. Neither 
engine nor city can do efficient work if clogged with refuse. 

Seventh Month — Nervous System. 

(a) Function; power governing the body, making teamwork pos- 
sible; consisting of motion and sensation. 

(o) Central nervous system, brain, spinal cord and nerves which run 
out from brain and spinal cord to all parts of the body. 



Physiology" 153 

(c) Functions of cerebrum, cerebellum, medulla oblongata, and 

spinal cord. 

(d) Kind of nerve fibers: 

1. Sensory or afferent fibers, bringing in sensations to brain, etc. 

2. Motor or efferent fibers, taking sensations from brain, etc. 

(e) Show by diagram reflex action, example of removing irritated 

part and irritating object. 

(f) Sympathetic system. 

(g) Voluntary and involuntary actions, and examples of each. 

(h) Habits. Development and maintenance power strengthened bv 
activity. Inhibitory processes. 

Eighth Month — Special Senses. 

(a) Seeing, hearing, tasting, smelling, and feeling. 
■(b) Study and draw diagram showing: 

1. Cross section of eye, naming parts, emphasis on optic nerve, 

action of light in passing through convex and concave lens 
cause and remedy of near-sightedness and far-sightedness. 

2. Cross section of ear, naming its parts. 

3. Taste. Relation of taste and smell. 

(c) Importance of educating each of the special senses 



154 Manual for Georgia Teachers 



LESSONS IN CIVICS FOR THE 
PRIMARY GRADES 



By Supervisors George Godard and E. A. Pound. 



The results desired in the teaching of Civics in the grades are the 
development of the elemental virtues: Honor, kindness, truthfulness, 
respect for self and others, self-control, prudence, courage, benevolence, 
consecration to duty, comradeship, usefulness, patriotism, politeness, 
neatness, orderliness, fortitude, perseverance, fidelity, etc.; the develop- 
ment of large group consciousness, stimulation of the social and altruistic 
spirit, and, indeed, the inculcation of the real spirit of democracy, which 
may be interpreted by the phrase "not that I am as good as you are, but 
that you are as good as I am." 

In order that the forward looking teacher may catch an inspiration 
from the latest treatment of primary civics, she is referred to "Teachers' 
Leaflet No. 9, 1920" — entitled "Lessons in Civics for the Elementary 
Grades." This is the work of Miss Hannah Margaret Harris of the 
Normal School, Hyannis, Mass., and Assistant, Bureau of School Activ- 
ities Junior Red Cross. This syllabus is published by the Bureau of 
Education, Washington, D. C, and may be had upon application to the 
Bureau, or to the American Red Cross, Southern Division, Atlanta, Ga. 

The work is developed upon the following plan: 

"l. Children's experiences the basis of the instruction. 

2. Materials must be related to some Civic situation in which the 
child is normally placed. 

3. Situations typical of children's experiences. 

4. Lessons based on these situations. 

5. Continuous and cumulative instruction. 

The following are situations of civic significance that may be used in 
the first grade and the development of a lesson under topic No. 5. A 
study of this lesson will be helpful to any teacher who will study same, 
as it will be a guide to the development of other lessons on other topics 
of civic significance. 

"Situations of Civic Significance." 

1. The daily walk from school. 

2. Entering the school building and leaving it by assigned doors, hall- 
ways, and stairways, according to prescribed rules for filing, etc. 

3. Becoming familiar with schoolroom surroundings, furnishings, 
decorations, material for work. 



Lessons in Civics 165 

4. Playing on the school playground with many playfellows. 

5. Using coat closets, toilet rooms, drinking fountains, etc. 

6. Taking part in fire drills. 

7. Coming into contact with certain persons who represent the 
authority and service to organized society. 

8. Taking part in patriotic exercises. 

9. Providing entertainment for persons who need good cheer. 

Lesson developed, using topic No. 5. 

V. USING COAT CLOSETS, TOILET ROOMS, DRINKING 
FOUNTAINS, ETC. 

1. Children's experiences and observations. 

a. Being required to put away clothing and find it again promptly. 

b. Using conveniences of toilet room, different perhaps from those 

at home. 

c. Having to wait for a "turn to drink," missing the use of a 

glass, etc. 

2. Teacher's interpretation and enlargement. 

a. because there are so many of us, when we are dismissed, each 

one must find his outer garments quickly. One who is slow 
delays all. 

b. Each one's mother can help us by marking his name in his hat, 

coat, overshoes, etc. 

c. Each one of us can help by having "a place for everything and 

everything in its place." 

d. We must take good care of our clothes, for they cost our parents 

money and labor. If we see clothing on the floor, we pick it 
up and give it to the owner or put it in a safe place. 

e. The bowls in the toilet room are placed there in order that we 

may never have dirty faces or hands in the schoolroom. We 
must never wash in a dirty bowl, or leave one dirty for others. 
The toilet room should be the cleanest room in the building. 

f. The pipes in the toilet room are for drainage. They will not 

carry away hair or other waste. When pipes get clogged, it 
costs a great deal of money and labor to clean them. Throw 
all the waste in the xvaste basket. 

g. We must not drink from the same glass that is used by anyone 

else. Someone may be sick and yet not know it. If we 
drink from the same glass, we may get his sickness. Someone 
may have canker or other sores in his mouth, and not know it. 
If we drink from the same glass, we may have the sores. We 
may all drink from the fountain, if our lips touch only the 
water. 

3. Methods of teaching. 

a. Careful explanation and demonstration by the teacher, repeated 
frequently for several days at first. 



166 Manual for Georgia Teachers 

b. Appointment of those who learn first to help others. 
4. Results to be worked for. 

a. Understanding that the fact of large numbers being involved 

must affect the action of each individual. 

b. Knowledge that articles of the commonest use cost money and 

labor. 

c. Habits of carefulness and thrift. 

d. Appreciation of order and neatness. 

e. Habits or orderliness and cleanliness. 

Other Situations of Civic Significance. 

The Fourth Year of School Life. 

1. Receiving school books and materials for school work as loans 
from the city. 

2. Riding in public conveyances. 

3. Visiting public places. 

4. Choosing recreations and taking part in them. 

5. Helping to care for surroundings: At school, at home, and in the 
neighborhood of each. 

6. Taking part in fire drills. 

7. Seeing parades or reading headlines which give prominence to city 
officialf. 

8. Taking part in the celebration of a day dedicated to any American 
patriot or group of patriots. 

9. Providing entertainments or gifts for persons who need good cheer 
or writing letters to them. 

10. Gardening at school or at home. 

11. Taking care of younger children. 

12. Arrival of new pupils or of visitors to the school. 

13. Having opportunity to buy thrift stamps." — Harris. 

Taught as in Lesson above. In order to develop any civic virtue the 
teacher merely has to select the proper civic situation and develop it 
through proper interpretation in such a way that it involves the stimula- 
tion of the result desired. Situations of civic significance occur cbn- 
stantly, and the teacher should utilize them as they occur. In this way 
it will be possible to develop all of the civic virtues. The ultimate result 
desired, of course, is good citizenship. 

Acrostic. 

C — Carefulness, courtesy, comradeship, community consciousness. 
I — Interest in others; in community and country. 
T — Thrift, truthfulness, trustworthiness, truth. 
I — Intelligence in every civic situation. 
Z — -Zeal for the true, the beautiful, the good. 
E — Enthusiasm for community, for country, for flag. 
N — Neatness, nobility, nationalism, naturalness. 
S — Stability, self-confidence, self-trust, self respect. 



Lessons in Civics 157 

H — Humaneness, heroism, honor, humility. 
I — Industry, insight, inspiration, initiative, 
P — Prudence, politeness, patience, PATRIOTISM. 
The above civic virtues spell "CITIZENSHIP." 

Fifth, Sixth and Seventh Grades. 

In the w^ork of all the primary grades, the social, altruistic spirit 
should be stimulated, the willingness of the child to submerge selfish 
interests for the good of the whole stressed, the group consciousness and 
the spirit of group service developed. 

Opportunities for this development occur constantly in civic situations 
that are normal to the child. Relating the child possessed with such a 
spirit to his environment and to his government is to lay the best founda- 
tions for citizenship. The idea should ever be kept before the child that 
there are other people in the world besides himself, and that above all 
things he is to serve. 

The work should consist not so much in information as it should relate 
as heretofore largely to the will and moral relations. It should not only 
teach the essentials of good citizenship, but it should require constant 
practice of the virtues of good citizenship. The school should become 
"a civic gymnasuim, a drill- yard for the soldiers of the army of peace 
who ever march forward." 

A pupil even in the primary grades should be given participative part 
in the activities of the community and should live his civics both upon the 
school ground and upon the street. As he has his chores in the family 
at home, so he should have his community-service chores, in order that 
he may properly be correlated with the life of the community. The 
children should be mobilized for community service as they were during 
the war. The consciousness of solidarity then engendered we should not 
lose, and will not lose, if we will give pupils a participative part in the 
affairs of the community, and mobilize this mighty Niagara of power — 
too often unutilized — as we did during the trying days of the World 
War. The school can point the way to civic efficiency by giving such 
participation. 

Pupils of the primary grades would gladly aid in anti-fly, anti-mosquito 
campaigns, in the fight against weeds, in care and protection of the birds 
and trees, in the construction of things needed for the school, library, and 
laboratory. In looking after such things and the sanitary aspects of the 
school they can be given a participative part in the activities of the com- 
munity in a way that will be worth much more than the mere memory 
work which we so often insist upon when teaching the subject of civics. 

The civic spirit of the child having been developed in the primary and 
grammar grades, the time has now come when he should be introduced 
in>a more formal way to a study of the organized social agencies through 
which men cooperate, hence, the introduction of the textbook in the 
seventh igrade, as many pupils may not reach the eleventh grade, where a 
study of civics is made in a more intensive way. 



158 Manual for Georgia Teachers 

Use of the Text. 

Lapp and Brooks' Civic is prescribed for the seventh grade. Although 
the textbook should form the basis of the work, it should not be followed 
slavishly and should not be made the only source of information. The 
pupil should be taught that the duties of government are thus appor- 
tioned: The town or district government for the numerous and .vital 
concerns of the neighborhood; the county government for the duties and 
concerns of the county; the state government for what relates to the 
state exclusively; the federal government for all matters relating to 
foreign affairs or that concern the people as a whole. Attention might 
be called to the fact that as the government was divided, so our school 
system should be planned to parallel it — a school for each district; a 
high school for each county; a college for the state or nation, at the 
common expense of all and free to all. 
Above all, the pupils should be taught the following: 
That the people are the government. 
That the majority should rule. 

Duties of citizens in respect to voting, to support our insitutions. 
Their obligations to the government — local, state and federal. 
Respect and reverence for law. 
Proper regard for public and private property. 

Respect for authority — in the home; in the school; in the church; in 
the community; in the state; in the United States. 

The first day and the first week may well be spent in congenial talks 
and discussions in order to bring the pupils to see why they are under- 
taking the study of Civics. They should be taught that they must as 
citizens assume certain responsibilities and that if they do not assume 
them they can have no ground of complaint regarding the government 
under which they live. 

In beginning the actual study of civics, begin with the near at hand, 
the means, activities and agents of government that are local, using the 
book largely as a reference book and for details. The local community 
affords a fine starting point for the work and in the study of facts in 
reference to the community a good basis may be laid for the more 
intensive'work of "Community Civics," which is given in the first year of 
the high school. Once a basis of civic facts has been established by 
reference-'to the local community the teacher may proceed outward to the 
study of the state and federal government. 

The Local School District. 

It is advised that the teacher secure a map or outline of the school 
district and locate the school building in that district. Secure answers 
to such questions as: How many square miles constitute the district? 
How far from the school building does each child in the class live? 
Locate on the outline map the place of his home, showing relative dis- 
tance and direction. 



Lessons in Civics 159 

Work out a map of the school district and have it preserved on the 
blackboard, until it has been as fully developed as possible. Then let 
the children draw a copy of it on their paper for preservation. 

How^ many people live in the district who have no children in school? 
Are they patrons? Use dictionary to answer. How many voters are in 
the district? The secretary to the local school board will be able to 
supply the information. 

How many trustees has the district? How and when are they 
elected? Name them. What are their duties? The children can 
secure answers from the members of the board of trustees. 

Explain the likeness of a town or city system, giving any difference 
which may exist. 

Taxation. 

Any and all governments are created either directly or indirectly by a 
group of people for the purpose of securing conditions of life and 
agencies which make for their security, peace, health, and comfort. 
Governments are cooperative associations for the purpose of supplying 
needs. These needs are well stated in the Constitutions of the state 
and federal governments as being "life, liberty, and the pursuit of happi- 
ness," together with all things which these statements imply. 

To have home protected,, health preserved, education and training 
developed, schools sustained, highways built and maintained, and laws 
administered justly, — these are common rights of all citizens of a govern- 
ment. That these rights may be secured for all, that officers be employed 
and paid, that materials be provided, and that courts of justice be main- 
tained, there is need that a common public fund shall be levied upon 
every piece of propertj', every kind of business, and every protected inter- 
est. These funds are called taxes. They shall be spent for the benefit 
oi all. 

As conditions require, new forms of expenditure arise that all citizens 
may be more largely benefited. For illustration, the consolidated school 
for all children has been developed that a broader course of study may 
be placed in reach of the children, that better houses and equipment may 
be provided in central locations, that a larger number of teachers may be 
employed in one school, who are better trained for service and who have 
longer periods of time for recitation, thus giving superior opportunity for 
advancement, that transportaion beyond certain distances may be pro- 
vided, that health and time of pupils may be preserved, that athletics may 
become a more vital force in the physical development of the bodies of 
children, etc. The common interest of citizens requires better highways 
and improved means of transportation. 

While the rate of taxation increases upon property, business and 
persons, it should be brought to mind that expenditures by individuals 
are diminished and that taxation is a means which government uses 
to make all public interest common and to create a consciousness of 
interdependence of all citizens. 



160 Manual for Georgia Teachers 

For whom is a school designed ? For one or for all ? 

For whom is a public highway maintained? For whom is a court of 
justice organized and supported? 

Government is a cooperative method of supplying needs, and taxation 
is a means of securing revenue to meet the cost of these needs. 

Who levies the tax for schools? When is it levied? Who is respon- 
sible for the collection of the same? What results where a man refuses 
to pay the tax? Explain to the children that men are not taxed for 
schools, but that the property is taxed. It matters not whether the 
owner lives in the district, town or city or not. The property is there 
and must answer the tax collector's call. 

Explain that the taxing power of a city, town, county, and state lies in 
an individual or individuals selected by the people, and the person or 
persons are responsible to the whole people for the performance of their 
duties. 

The County. 

A county is a section of the state and forms a unit for the purposes of 
government. Explain this fully. If the teacher does not know these 
facts, he or she should seek this information from the ordinary, clerk, or 
commissioners of the county. Remember that this information may be 
had and should be secured. The children can assist in obtaining this 
information. 

Who are the officers of the county? What are the duties of each? 
When are they elected? How long do they hold their offices? Should 
one resign or die, how is the vacancy filled? 

Militia District. 

Each county is divided into a number of districts, each district definitely 
bounded by land-lines or natural barriers. The district is known as a 
voting precinct, the voting place or places being known as "the polls." 
Who is the justice of the peace in this district? How does he receive 
his office? What is a constable? Who is the constable of a district? 

The State. 

It should be distinctly taught that the state is a unit of government 
and that a number of these units joined their interests for proection to 
for the nation. The Federal Government was created by colonies, 
known as "The Thirteen Original Colonies," later known as states. 
From time to time other states have been created as equals, according to 
the provisions of the Constitution of the United States. Let the pupils 
in the seventh and eighth grades familiarize themselves with the Constitu- 
tion of the State of Georgia and of the United States. 

What is the chief office of the government of Georgia? Who is the 
p;overnor of Georgia? When is he elected? And when does he take 
-office ? 



Lessons in Civics 161 

How many departments of government does the Constitution of 
Georgia provide? Name the heads of these departments. 

What is the population of Georgia? How many people live on each 
square mile of territory as an average? Is the population of Georgia 
increasing as fast as the population of the United States? 

The National or Federal Government. 

The Federal Government of the United States has and exercises only 
such direction over the states as the states delegated to it in the formation 
of the Union. All rights not so delegated are reserved to the state gov- 
ernments. The National Government has four things assigned to it: 

1. To attend to all dealings with foreign countries. 

2. To provide protection against foreign nations. 

3. To regulate trade among the states. 

4. To build works for common needs. 

Does the state or nation regulate foreign immigration? 

What steps are necessary for a resident of a foreign government to be 
"naturalized" in the United States? 

Can a state declare war against a foreign country? Why, or why 
not? 

What buildings has the United States Government erected in the State 
of Georgia? Why were they built? 

Who is the President of the United States? How many Cabinet 
officers has the President the right to appoint? Name as many of them 
as you can? 

How often is the Pjesident elected? For how long a term? How 
many successive terms may he serve? 

What are the chief duties of the President? See the Constitution. 

The Congress of the United States. 

The Congress of the United States is the law-making body of the 
National Government. It is composed of two houses or bodies, the 
Senate and the House of Representatives. 

The Senate consists of ninety-six members, two from each state in the 
Union. This gives equal representation to the states. The Senate 
members are elected by the people of the states, but they were formerly 
elected by the state legislatures. The House of Representatives consists 
of four hundred and thirty-five members, elected by the people from 
districts of the state proportionate to the population. 

How many members of the House of Representatives in Congress has 
the State of Georgia? Are they all elected the same year? Who is 
your congressman? Who are the United States senators from your 
state? 

Find a map in your county courthouse which shows the congressional 
districts, from which the members of the House of Representatives are 
elected. Have a copy of the map made and hang it in your schoolroom. 



162 Manual for Georgia Teachers 

The State Legislature. 

Similarly to the organization of the United States Congress, the State 
Legislature is composed of two houses, the Senate and the House of 
Representatives. The members of the Senate are elected from senatorial 
districts, and the members of the House of Representatives are elected 
from the counties. 

How many members compose the Senate of Georgia? How many 
representatives are in the House of Representatives of Georgia? 

How often does the Legislature meet in Gorgia? When and for how 
long a session? What salary do the senators and representatives receive? 
Do you know the names of your senator and representative in the State 
Legislature? 

What is the total number of persons whom a voter in your county 
assists in electing to make laws for the government of the people of 
your county, state and nation? H you live in a city or town, add the 
number of councilmen and the mayor. 

Questions for Discussion. 

Resolved, That the uork of the State Legislature is of more conse- 
quence to our welfare than the work of the Congress of the United 
States. 

Resolved, That the work of the city council or commission is of more 
consequence to our welfare than the work of the State Legislature. 

Divisions of Government. 

It must be borne in mind that every republican government consists of 
three divisions: The executi\e department, consisting of those officers 
who put the laws into effect; the legislative department, consisting of the 
law-making bodies, the members of which are elected by the people and 
who make laws in accordance with what they judge the will of the 
people to be; and the judicial department, consisting of the courts which 
are authorized by the laws and which enforce the provisions of the laws 
as interpreted by the courts. How are judges selected? 

In the executive department will be found the president, his associates 
in departments, the governor and his associates, the sheriff and his assist- 
ants, the mayor and his department assistants, etc. 

The legislative department has already been described. 

The judicial department consists of the United States Supreme Court, 
the highest court known to the people; the Circuit Court of Appeals, 
District Court, Court of Claims, and Court of Customs; the Supreme 
Court of each state, county, Circuit or District Court, City Court, 
Justice of Peace, Juvenile and Special Courts. 

A clear and special study of these departments and their respective 
officers should be made with the pupils. 

For reference the following books will be helpful: 
Lessons in Civics for Elementary Grades. — Hannah Margaret Harris. 



Lessons in Civics 163 

Our America — The Elements of Civics. — John A. Lapp. 

Teaching Elementary School Subjects. — L. W. Rapeer. 

School Civics. — Frank David Boynton. 

The American Citizen. — Dole. 

The Young Citizen. — Dole. 

The Community and the Citizen. — Dunn. 

Citizenship in School and Out. — Dunn and Harris. 

Teachers' Manuals of the States of Florida, Wisconsin and others. 



164 Manual for Georgia Teachers 



NATURE STUDY AND AGRICULTURE 



I. S. Smith, State School Supervisor. 



The following outline is offered as a nucleus around which a resource- 
ful teacher may build up her course in Nature Study for the first, 
second and third grades. It is hoped that each child will be taught to be 
a closer observer of those things he finds about him, and by so doing de- 
velop a greater love and appreciation for the world about him. 

Dr. Bailey says of Nature Study: "Its legitimate result is educa- 
tion — the developing of mental power, the opening of the eyes and the 
mind, the civilizing of the individual. As with all education, its central 
purpose is to make the individual happy; for happiness is nothing more 
or less than pleasant and efficient thinking, coming from a consciousness 
of the mastery, or at least the understanding, of conditions in which 
we live." 

First to Third Grade. 

1. seasons. 

1. Name the spring, summer, autumn and winter months. 

2. Note the changes in length of days and nights. 

3. Note the change in dress of plants and animals. Give reasons. 

2. DOMESTIC animals. 

1. Name as many as possible. 

2. Study their habits, uses, kinds and care. 

3. In what ways are they of greater use to man? 

3. FISHES. 



1. 


Perch, etc. 


2. 


Kinds. 


3. 


Where found, 



how they raise their young, how caught. 
BIRDS. 

1. Blue bird, robin, dove, crow. 

2. Where they nest, and how they feed and care for their young. 

3. Where they dwell, their habits and what they eat. 

4. Are they an asset or liability to the farmer? 

INSECTS OF' THE HOUSEHOLD. 

1. Flies, mosquitoes, clothes-moth, flees, bed-bugs, etc. 

2. How tliey raise, procure food, and effect our comfort. 

3. How destroyed. 

FLOWERS. 

1. I>et the pupil learn by sight and smell such common flowers as 
violets, pansies, hyacinths, petunias, etc. 

2. Have them grow some in their window boxes and at home. 



Nature Study 165 

7. trees for lumber. 

1. Pine, oak, hickory, etc. 

2. Study and name the different kinds. 

3. Have them bring leaves and fruits of each to the teacher for study. 

Fourth and Fifth Grades. 

1. SEASONS. 

1. Keep a calendar showing- the sunny, cloudy and rainy days. 

2 Studj' the advance of each season and its effect on man, animals 

plants. 
3. Note the sun-rise and sun-set. 

2. DOMESTIC ANIMALS. 

1. Class them into families. 

2. Study the characteristics of each family. 

3. In what respect are they of most use to man? 

3. FISHES. 

1. Name as many kinds of each as possible. 

2. Describe each kind, giving size, shape and characteristics. 

3. In what waters are they found, and what do they eat. How caught- 

4. BIRDS. 

1. Make a calendar of birds that do not migrate. 

2. Study them as to size, color, habits, song, and what they eat. 

3. Where and how they nest, and care for their young. 

4. Are they an asset or liability to man? 

i. INSECTS OF THE GARDEN. 

1. Codling-moth, peach-tree borer, rose beetle, cane caterpillar, cut- 
worms, etc. 

2. Study how they raise and how they can be controliea. 

i. WILD FLOWERS. 

1. Have children bring them to school for study. 

2. Learn to name them and study the kind of soil in which they grow. 

3. Study the season for germination, growth and bloom. 

4. The insects that attack them and how they can be subdued. 

. FRUIT AND SHADE TREES. 

1. Apple, peach, pecan, orange, etc. 

2. Study and name the different kinds, how and where they grow best. 

3. The insects that affect them and how then can be subdued. 

4. Have children bring fi-uits and nuts to school for study. 

5. Study as to food value and how best kept for future use. 

Sixth Grade. 

. SEASONS. 

1. study the cause for change of the seasons. 

2. How this change affects the pursuits, food and clothing of man 
and animals. 

WILD ANIMALS. 

1. Name as many as possible. 

2. Class them into families. 

3. Study their habits, where they live, what they eat, how they care 

for their young. 

4. Are they an asset nr lirvbility to man? 



166 Manual for Georgia Teachers 

3. miscellaneous. 

1. study frogs, snakes, rats, turtles, etc. 

2. Name the kinds, what they eat, where found, and how they care 
for their young. 

3. Are they an asset or liabiltiy to man? 

4. BIRDS. 

1. Have children make a chart of migratory birds. 

L'. Where, when, and why do they migrate? 

3. Study them as to size, color, habits, song, and what they eat. 

4. Where and how they nest and care for their young. 

5. Are they an asset or liability to man? 

5. INSECTS BEAUTIFUL AND BENEFICIAL. 

1. Honey-bee, lady-bug, tiger-beetle, butterflies, etc. 

2. Study where and how they are raised. 

3. What they eat and how they procure it. 

4. Bring specimens to school for study. 

5. How they are of value to man. 

C. FLOWERS. 

1. Elicourage children to plant flowers at school and home. 

2. Make a list of those that bloom; those that do not. 

3. Have them bring flowers to school for study. Name the parts and 

functions of the flower — petals, sepals, avules, ovary, stigma, anthers. 

4. Study the effect of a visit to the flower by a honey-bee. 

7. TREES. , 

1. Have pupils make a chart of those trees valuable for shade, beauty 
lumber, nuts, fruits. 

2. Study effect of fire to forest. 

3 How forest can be best preserved. Why preserve them? 



Agricultdbe 167 



AGRICULTURE 



Seventh Grade. 

This brief outline for the study of Agriculture in the Public Schools 
of Georgia is offered as a nucleus around which the teacher may build 
up her work. It is recommended that as many impressive experiments 
be performed by teacher and pupils as possible. Georgia farmers can 
greatly increase their prosperity and happiness by making a closer study 
of their soils. Giving the question of drainage, terracing, subsoiling and 
the planting of such crops as will add more humus to the soil more 
consideration. We have sufficient chemical elements in our soils to 
produce abundant crops, but they become available only to the extent, 
that we give the above factors the proper consideration. 

1. SOIL. 

1. What is soil? 

2. How is soil made? 

a. The organic elements. 

b. Inorganic elements. 

c. Transportation of soils. 

3. Resources of the soil. 

2. TEXTURE AND STRUCTURE OF THE SOIL. 

1. What is meant by texture? 

2. Why are texture and structure important? 

3. How good texture is obtained. 

4. Structure and Manures. 

3. MOISTURE IN THE SOIL. 

1. Why moisture is important. 

2. How water is held in the soil. How to increase the capacity. 

a. By adding of humus. 

b. By under drainage. 

c. By proper tillage. 

3. The conservation of moisture. 

4. TILLAGE OF THE SOIL. 

1. What is tillage? 

2. What tillage does. 

3. How tillage is performed? 

a. By deep working tools. 

b. By surface working tools. 

c. By compacting tools. 

5. ENRICHING THE SOIL — FARM RESOURCES. 

1. What are farm resources? 

2. Cropping resources. 

a. The kinds of green manures. 

b. The management of green manures. 



168 Manual for Georgia Teachers 

3. Direct applications. 

a. Manures. 

b. Commercial fertilizers. 

4. Elements in the soil. 

5. Show how the elements in the soil become available. 

6. Have children bring different soils to school for study, and observe the 
effect that rain, draught, freezes, and various insects have upon it. 

7. Encourage each the cultivation of home plants and joining the various 

clubs supervised by the College of Agriculture. 

1 THE PLANT AND CROPS. 

1. Show the relation of the plant to the soil. 

2. Its relation to the climate. 

3. Its relation to animal life. 

4. Its intrinsic value to man. 

a. As articles of food and beverage. 

b. As articles used in the arts. 

c. As objects to gratify aesthetic tastes. 

e. now THE PLANTS LIVE, 
1 Plant activities. 

2. The factors of growth. 

a. Water in the plant. 

b. Soluable elements in the soil.* 

c. Oxygen. 

d. Carbon dioxide and sun light. 
' e. Effect of heat. 

3. The process of growth. 

4. Irritability. 

3. THE PROPAGATION OF PLANTS. 

1. Seedage. 

a. Requisites of germination. 

b. The raising of seed. 

2. Propagation by buds. 

a. Why buds are used. 

b. Undetached buds. 

c. Detached buds. 

4. THE PREPARATION OF LAND FOR SEED. 

1. Have children make chart of grains, grasses, legumes, etc. 

2. Study in detail the preparation of seed bed for the plants named. 

3. Give reasons for the necessity of different preparation. 

5. SUBSEQUENT CARE OP THE PLANT. 

1. In general. 

2. Fruit cultivation. 

a. Pruning and training. 

b. Healing of wounds. 

c. The principles of pruning. 

3. By keeping enemies in check. 

a. Kinds of enemies. 

b. The preventatives such as sprays. The best spray will be ad- 
vised by the College of Agriculture for the asking. 

6. PASTURES, MEADOWS AND FORAGE. 
1 Study the preparation of land. 

2. Study the grasses or legumes suited to the soil and climate. * 

3. Study other forage plants with best methods of harvesting. 



AGillCULTURE 169 

7. Continue to encourage the cultivation of home trees, cooperation with 
club work, the study of better seed selection and the study of the U. S. 
bulletins on Agriculture. 

L. THE OFFICES OF THE ANIMAL. 

1. The animal and the stock. 

2. The animal and its relation to the soil. 

3. The animal and its relation to the crop. 

4. The animal has intrinsic value to man. 

a. As articles of food and clothes. 

b. As companions. 

5. The animal as a beast of burden. 

6. The animal as a pest-destroyer. 

7. The animal diversifies labor. 

2. THE FEEDING OF ANIMALS. 

1. Study the sources of food. 

2. How the animal uses food. 

3. Feeding standards. 

4. The value of bulk in rations. 

3. Have pupils to make a chart of all domestic animals, subdividing them 
into families. Describe each type. 

a. Show the advantage in having draft type of horses. 

b. Pure bred type. 

c. The advantage of milk type cattle. 

d. Beef type, etc. 

4. MANAGEMENT OF STOCK. 

1. Breeding. 

a. How to attain the ideals. 

b. The value of proper breeding. 

2. Where stock raising is advisable. 

3. How much stock may be kept profitably. 

4. Study the care of stock. 

a. Housing. 

b. "Water, 
d. Food. 

5. Score cards for all types of farm animals as well as grains can be pro- 
cured of the College of Agriculture and the U. S. Department of Agri- 
culture and should be used freely; also formulas for the destruction of 
pests. 

6. Continue to encourage the cultivation of home tracts and cooperation in 

the club work of the College of Agriculture. 

The Course of Study provides for the use of Benson and Betts' Agri- 
culture in this grade. Have the children perform experiments as pro- 
vided in it. 

It is suggested that practical v\'ork; in spraying for plants and animals 
be done in this grade, using the formulas furnished by the U. S. Depart- 
ment of Agriculture, Washington, D. C, and the College of Agricul- 
ture, Athens, Ga. Score cards for the grading of corn, wheat, oats, etc., 
as well as the different types of animals can be secured from the above 
sources and I suggest a lot of practical work along this line in tht 
7th grade. 



170 Manual for Georgia Teachers 



HOME MAKING IN THE ELEMENTARY 
SCHOOLS 



Miss Lois P. Dowdle. 



The organization and direction of boys' and girls' clubs constitute 
an integral part of the work of the elementary school in the rural 
sections. Efficient club work contributes to the efficiency of the school 
not only in its content but in its method and organization. No country 
school is complete without its consistent participation in some work of 
this character and thip work is not complete unless it is tied up with the 
work in the home. In the same way the village, town or city school also 
needs to have its program correlated with the home activities of its 
pupils. 

In far too many cases, the girl never goes to high school but stops 
school in order to help with the work in the home or to assume some 
of the financial responsibility of the family. The following work in 
Home Making outlined for the elementary school will help to prepare 
that girl for the arduous tasks in the home, while at the same time the 
girl who continues her study will be getting a good background for her 
high school work. This work will also be used by the good teacher in 
the conduct of the regular school routine of cleaning house and yard, 
the serving of school lunch, etc. 

In the difficult problem of the handling of so many grades it may be 
wiser for the teacher to take all the girls in both the sixth and seventh 
grades in one group. In fact, any subject matter or any work other 
than the practical application of the principles taught should be given 
to boys and girls alike. This will do away with some of the difficulty 
of employment of the boys' time while the girls are at work and will 
also help to solve some of the family troubles that may. arise later on 
in life. 

It might be suggested that at least one period a week be given to the 
study of foods and one to the study of Clothing and Housekeeping com- 
bined. By making a two year program under each of these two headings 
a great deal can be taught. Where the school is in session nine months 
36 lessons would thus be given while only 28 would be given if the 
school is in session only seven months of the year. 

An outline is here given with the purpose of guiding the young teacher 
In the selection of topics for study. The topics should be so chosen as to 
have a seasonal aspect and where possible the cookery itself should be 
a means of contributing a hot dish to the school lunch. 



Home Making 



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172 Manual for Georgia Teachers 

The work in cookery outlined above may be done with the minimum 
of equipment. The school heater may be used during the winter months 
for much of the work in cooking or a three burner oil stove may be 
owned by the school. If it is not advisable to do all the work here 
suggested such portions of this program as are adapted to the needs 
of the school may be chosen. The teacher who carries on the work of 
serving a hot dish for lunch will be amply repaid in better discipline, 
and faster development on the part of her students. The work of the 
second year may be along the same lines but simply going further into 
the study of the topics and new dishes may be prepared. 

The work in Clothing and in Housekeeping will probably have to be 
divided so that each occupies only half a year. Cleanliness and personal 
hygiene may be taught along with this work and also with the cookery. 
Some suggestions for topics to be treated and problems to be worked 
out follow. 

Clothing. 

Patching a gingham dress. (The work to be done on the dresses 

owned by the girls themselves.) 
Making holders and cup towels. 
Darning hose. 

Removing stains and ink spots. 

Packing away winter clothes. Protection from moths. 
Selection of a school girl's wardrobe. 
Hemming desk covers to be used in serving hot lunches. 
Making of collar and cuff sets, and handkerchiefs. 
Making of night gown or kimona. 

Housekeeping. 

Sweeping and dusting school room. 

Washing of dishes. 

Laundering dish towels, desk covers. 

Caring for left over foods and wrapped lunches brought from home. 

The furnishing and care of the girl's own room; other home duties. 

Bibliography. 

Books — 

Crissey. — The Story of Foods. Rand McNally Publishing Company. 
L. S. Baldt. — Clothing for Women. Lippincott Publishing Company. 
Kinney and Cooley. — Home Making Series. MacMillan Company. 

1. Clothing and Health. 

2. Food and Health. 

3. Home and the Family. 

Free Bulletins — 

Use of Poultry Club Products. — U. S. Department of Agriculture.— 
Circular A-95. 



Home Making 173 

Home Uses for Muscadine Grapes. — U. S. Department of Agricul- 
ture. — Farmers' Bulletin 859. 

Farm Home Conveniences. — U. S. Department of Agriculture. — 
Farmers' Bulletin 927. 

Muscadine Grape Paste. — U. S. Department of Agriculture. — Farm- 
ers' Bulletin 1033. 

Corn Meal as a Food and Ways of Using It. — U. S. Department of 
Agriculture. — Farmers' Bulletin 565. 

Cheese and Its Economical Use in the Diet. — U. S. Department of 
Agriculture. — Farmers' Bulletin 487. 

Bread and Bread Making in the Home. — U. S. Department of Agri- 
culture. — Farmers' Bulletin 807. 

Preparation of Vegetables for the Table. — U. S. Department of Agri- 
culture. — Farmers' Bulletin 256. 

Sugar and its Value as Food. — U. S. Department of Agriculture. — 
Farmers' Bulletin 535. 

School Lunches. — U. S. Department of Agriculture. — Farmers' Bul- 
letin 712. 

How to Select Foods — 

I. What the Body Needs. — U. S. Department of Agriculture. — 
Farmers' Bulletin 808. 
II. Cereal Foods. — U. S. Department of Agriculture. — Farmers' 
Bulletin 817. 
III. Foods Rich in Protein. — U. S. Department of Agriculture. — 
Farmers' Bulletin 824. 
Milk a Cheap Food. — Flora Rose. — Cornell University, Ithaca, N. Y. 
Removal of Stains from Clothing and Textiles. — U. S. Department of 

Agriculture. — Farmers' Bulletin 861. 
Cooking Sweet Potatoes. — Georgia State College of Agriculture, 

Athens, Ga. 
Feeding the Child. — Georgia State College of Agriculture, Athens, 

Ga. 
Planning Meals. — Georgia State College of Agriculture, Athens, Ga. 



174 Manual for Georgia Teachers 

THE HIGH SCHOOL 



By Inspector J. S. Stewart and Supervisor E. A. Pound. 

"Our high schools are the very essence of our democracy, as well as 
a device for securing democracy." — Baldwin. 

"They should reflect the composite spirit that dominates American 
life, and should be at once the most thoroughly representative and the 
most generally democratic of the institutions which American ingenuity 
has devised or established." — Modern High School. 

"Our ideas are shifting from the vague, general, externally inspired 
standards of mental discipline and college preparation to those trans- 
latable into twentieth century individual and social requirements." — 
Modern High School. 

The Objectives of Education. 

1. Health. 

2. Fundamental Processes. 

3. Worthy Home Membership. 

4. Vocation. 

5- Citizenship. 

6. Worthy Use of Leisure. 

7. Ethical Character — From Cardinal 

Principles of Secondary Education. 



HISTORICAL. 



Forward Steps in the Improvement of Georgia High Schools. 

1. The passage of the McMichael Bill (1905) giving the taxing 
power to counties and militia districts for the support of elementary 
schools. 

2. The Perry Act (1906) establishing the District Agricultural High 
Schools. 

3 The Persons Constitutional Amendment (1910) which struck 
from the fundamental law of the State the words "the elements of an 
English education only," in the taxing power of a county. 

4. The White Bill (1911) providing for a State Certificate for high 
school teachers. 

5. The Stovall Constitutional Amendment (1912) striking out the 
words "the elements of an English education only," in Article '\''II, 
Section i of the Constitution. 

6. The Smith-Hughes Congressional Act (1917) endorsed by the 
legislative act of the State for the encouragement of vocational edu- 
cation. 

7. The Barrett-Rogers Act (1910) setting aside a part of the State 



The High School I'^S 

school fund as a bonus for the establishment of four year high schools 
in the counties where they are most needed. „ , 

8. Sec. 107 of the School Code (1919) authorizing the County Boards 
of Education to establish, one or more high schools or junior high 
schools through local taxation funds. 

9. Sec. 109 of the School Code (1919) requiring 50 per cent, of all 
revenues received by the State to be used for the support and main- 
tenance of the public schools after January ist, 1922. 

10. The regulation of the State Board of Education (1919) author- 
izing approved teacher training in the high schools of the State. 

11. The Constitutional Amendment (1920) authorizing appropria- 
tions to high schools and to the University. 

12 The Elders-Carswell Constitutional Amendment (1920) requiring 
every county to levy a local tax for school purposes from at least one 

to five mills. 

The above legislative acts and constitutional amendments have re- 
moved restrictions existing in the State since 1877. In consequence both 
elementary and secondary schools will henceforth have legal authority 
and greater financial aid. 

Regulations in Reference to the Organization and Classification of the 
High Schools of the State. 

The plan of organization and classification set forth herein represents 
with the exception of the grouping of the accredited schools the first 
attempt to standardize or classify the high schools of the State. 

The purpose of the State is to harmonize and to unify the work of 
the high schools by establishing minimum standards, by setting forth 
definite requirements for the attainment of these standards, to the end 
that they may work harmoniously and definitely together towards a 
common purpose in the preparation of their pupils for the duties of 
citizenship. 

The high school authorities in the counties of the State are asked to 
lend their cooperation and assistance in putting into practice the sug- 
gestions and recommendations herein made. 

Plan for Organizing the High School Work of the County. 

There are in the State about two hundred accredited high schools. 
These have an attendance of 27,024. In addition to these there are oyer 
1400 other schools teaching or attempting to teach one or more high 
school grades. They are unclassified, and often times present subjects 
without aim. They have an attendance of 16,000— an average of less 
than 12 pupils in high school subjects to the school. There are some 
counties with more than 30 schools teaching high school subjects. 

There are 2824 one-room and 1247 two-room school buildings for 
whites in Georgia. Many of these schools with an enrollment of 40 
or 50 pupils are giving more time to four or five high school pupils than 
to all the other pupils. These schools are largely unclassified, each hav- 



176 Manual for Georgia Teachers 

ing its own standards unrelated to those of the other, schools of either 
the county or the State. 

It is useless to discuss the consolidation of all these. It would not 
be advisable or possible. Consolidation of many is no doubt necessary, 
but there is no reason why excellent work may not be done in one or 
two teacher schools, if properly organized. 

The problem therefore, is so to organize these schools that every 
child may have the advantages of high school training under the best 
conditions, and at the same time secure the best instruction in the 
elementary grades. 

Steps in the Solution of the Proble?n. 

1. A desire on the part of the authorities to solve the problem in their 

own county. 

2. The proper use of the keys to the solution: ELIMINATION, 

CONSOLIDATION. 

3. The application of the proper methods: 

a. Organization. 

b. Classification. 

c. Standardization. 

Organization. 

There should be a careful survey of the location and personnel of 
each school in the county, with the assistance of the Rural Supervisor 
and the High School Supervisor. Probably some consolidation will be 
found necessary in each county. Some schools may best be eliminated. 
Partial consolidation may prove cheaper and more satisfactory in other 
cases. 

The first duty of the school system is to give thorough instruction in 
the elementary branches. Pupils in the elementary schools should be so 
well taught that it will be easy for them to enter creditably the higher 
grades. 

In order to secure this efficiency it is necessary that as a rule the 
elementary schools of one or two teachers confine their work to seven 
grades or less. Usually the one teacher school can do the best work if 
confined to five grades. 

There should be located in different parts of the county high schools 
offering two and three year high school courses embracing the 8th and 
gth grades or the 8th, 9th and loth, on the 7-2 or 7-3 plans. Whenever 
advisable the junior plan of organization may be adopted and the 6-3 or 
the 6-4 plan may be used. The latter schools would include the 7th, 
8th and 9th grades or the 7th, 8th, 9th and loth. In some cases the 
6th grade may be added to these schools, especially the over age pupils 
of this grade. Schools of this type should include all the elementary 
grades supported by pupils from the immediate territory. These schools 
when thus organized should require the whole time of one teacher of 



The High School 177 

high school subjects or time of one and a half or two teachers if the 
work is continued through the tenth grade. 

These Junior High Schools should receive pupils from a half dozen 
one or two teacher schools, transportation being furnished in case of 
pupils living too far to walk. 

The number of these schools should be determined by the high school 
population, by the accessibility of the school, and also by the ability of 
the community to support and equip. The number of these schools may 
be increased as the population and financial conditions justify. Pupils 
upon the completion of two or three year high schools should enter 
creditably the central senior high school of the county, and continue 
their studies through the eleventh grade. These schools may be organ- 
ized on the 7-4 or the 6-3-2 plans. The lower school grades of this 
school should be open to all the pupils of the elementary grades in the 
immediate territory and the upper grades to pupils from all parts of the 
county. Transportation by means of a truck or else a small per diem of 
10 to 20 cents per day should be furnished by the county authorities. 

The average county is not able to support more than one or two well 
equipped high schools. It is better, therefore, to have one strong, well 
equipped school of this kind receiving its pupils from all parts of the 
county than a larger number poorly equipped and attempting the 
impossible. The County Superintendent with the aid and assistance of 
the Principal of the Senior High School should supervise all the high 
schools under his jurisdiction, advising at times with the State High 
School Supervisor in reference thereto. Meetings should be called from 
time to time of the high school teachers of the county in order to bring 
about proper articulation and correlation of the schools of the county. 
There should be occasionally uniform tests prepared for the schools. 
There should also be uniform loose-leaf records of each pupil in the high 
school of the county; these to be deposited at the end of the term with 
the Coimty Superintendent. As far as possible uniform textbooks should 
be used in each county. The result of the organization should be, 
instead of an independent number of isolated schools in each county, a 
well organized system of interrelated schools. 

In counties where the Senior High School is not supported by county 
funds the County Board should arrange with th^ central school author- 
ities for the payment of a reasonable tuition fee for pupils attending from 
the rural districts. This fee to come from county funds. In "State 
Aided" schools this fee is taken care of in the higher grades by the State. 

Classification. 

Purpose of Classification and Standardization. 

The State having legally recognized the high schools as a part of the 
school system, the duty of classifying its high schools is obvious. The 
regulations governing State aid under the Barrett-Rogers Act make 
classification necessary. 



178 Manual for Georgia Teachers 

By classification is meant setting a definite standard and encouraging 
schools to attain that standard. In order to become classified the schools 
should meet the physical requirements prescribed below, as classification 
will depend largely upon the physical conditions under which the work is 
done. j 

Classification gives to the school classified a position of dignity and 
prestige; it gives a definite aim in accordance with the recognized 
objectives of education; it provides definite ideals and gives proper 
direction. 

Yielding to the above considerations, the State Department of Educa- 
tion divides the high schools into three groups: Four year schools; 
three year schools; two year schools. Junior high schools are to be 
listed according to the number of years work they offer in secondary 
subjects above the seventh grade. 

Classified Schools. 

A high school offering four years' work above the seventh grade and 
meeting at least the physical requirements given below is to be classified 
as a school of the "A" class. 

A high school offering three years' work above the seventh grade and 
meeting the requirements given below — at least, quantitatively, is to 
be classed as a school of the "B" class. 

A school offering at least two years' work above the seventh grade 
and meeting the requirements given below — at least quantitatively, is to 
be classified as a school of the "C" class. 

The following schools of the state have already been classified: 

a. Accredited schools: Those that have met the requirements of 
the State University, its affiliated branches and other institutions of like 
grade. 

b. The schools that have met the requirements under the Barrett- 
Rogers Act. These are all "A" class schools. 

Information in reference to classification will be furnished by the 
State High School Supervisor. 

Requirements for Classification. 

A classified high school should satisfy reasonable requirements as to 
the following: 

Material equipment. 
Instruction. 

3. Organization. 

4. Curriculum. 

Material Equipment. The building should be in good and safe con- 
dition, and the water supply, the ventilation, sanitation, lighting, school 
furniture and methods of cleaning should be such as to insure the best 
hygienic and sanitary conditions. 

The plans of all new school buildings should be approved by the 



The High School 179 

State Department of Education and communities contemplating the 
erection of new school buildings should correspond with the State 
Superintendent in reference thereto, in order that they may be erected 
in accordance with scientific and approved plans. 

The unit system is recommended inasmuch as rooms may be added 
whenever needed without destroying the symmetry of the building. 
Many communities of the state have been forced to build new buildings 
because they did not use such a plan. The unilateral system should be 
used in all new buildings. The employment of a competent architect is 
always advised. 

The Library. The library should be an important part of every high 
school's equipment. The value of the library is to be measured not by 
the number of books contained therein, but the use to which it is put and 
by the relation that the books when used sustain to the work and the 
interests of the pupils of the school. It should contain good dictionaries 
of standard kind, classical dictionary, indexed atlases. World's Almanac, 
Rules of Order, a good encyclopaedia, reference works for the subjects of 
study, and as many books for outside and general reading as can be 
afforded. 

The Laboratory. An adequate amount of apparatus for every science 
taught. A list of dealers in physical and chemical apparatus is given on 
another page, and there are also given lists of apparatus that are con- 
sidered necessary for teaching General Science. 

Many topographical maps and charts may be secured from the United 
States Geological Survey or from the United States Coast and Geodetic 
Survey, Washington, D. C, at prices ranging from lO to 50 cents. 

Records. A permanent system of records should be kept. These are 
discussed elsewhere. 

II. Instruction. 

The minimum number of teachers of a four year school is two. The 
three year school should have at least one teacher giving whole time to 
high school subjects and another half time, preferably two teachers. 
Additional teachers are necessary if electives are offered. 

Qualifications of Teachers. 

The minimum educational requirement is the possession of a high 
school license; professional, of course, preferred. In order for a school to 
become accredited by the colleges it is required that teachers of such 
schools — at least three-fourths of them — should possess a college degree. 

The equivalent of two full years college work subsequent to a four 
year high school course or equivalent successful experience should be the 
minimum requirement for the average high school teacher of the state — 
this to be supplemented by a professional license. 



180 Manual for Georgia Teachers 

III. Organization. 

The length of recitation periods should be 45 minutes in the "A" class 
schools and at least 35 in the other classes. 

The course of study should meet the requirements prescribed below. 
No high school teacher should be required to teach more than 35 recita- 
tions per week, laboratory periods should occupy twice the time of the 
regular recitation period. 

IV. Courses of Study. 

Definition. A unit is defined as the credit given for the satisfactory 
completion of five recitation periods per week in a subject extending 
over the entire school year of nine months and with recitation periods of 
such length as will give a minimum of 120 sixty-minute hours. 

For classification or for graduation the schools should offer the 
following number of units' work as a minimum — more may be offered if 
teaching staff is adequate: 

"A" Schools 15 units. 
"B" Schools 12 units. 
"C" Schools 7 to 8 units. 

The normal amount of work to be carried in one year is four full 
time subjects each having five recitations per week. Five may be given 
to strong pupils. 

English, mathematics, science and history being fundamentally impor- 
tant to all pupils should be regarded as major studies, and with these 
every one should have some acquaintance. The following are required 
in all four year courses: English, 3 units; history, 2 units; science, i 
unit; mathematics, 2 units — a total of 8. 

Schools having only two teachers in the four year schools should 
attempt but one curriculum. Better teach one course well than to 
attempt to do what cannot be well done except under the best conditions. 

IMPORTANT. The Federal Report on Educational Efficiency 
urges that the schools turn out pupils with more definite knowledge of 
the essentials of education— SPELLING, WRITING, ARITHME- 
TIC and READING, these being needed in everyday life. However 
efficient a school may be in other respects, it should be largely judged 
by the degree of efficiency it shows in reference to these fundamentals 
and essentials. 

The following are the number of units credit that may be allowed in 
any subject: 



The High School 181 

English, I to 4. Economics, >4 or i. 

History, i to 4. Mechanic Arts, i to 4. 

General Science, i. Plane Geometry, i. 

■ Biology, I. Solid Geometry, Yz. 

Physiology, 3^ to i. Trigonometry, >4. 

Physiography, Yi to I. Commercial Arithmetic, Yi. 

Physics, I. Bookkeeping, i. 

Chemistry, i. Com. Geography, >4. 

Foreign Language, 2 to 4. Stenography, i to 2. 

Agriculture, Yi to 4. Typewriting, J^ to I. 

Home Economics, i to 4. Civics, J/2 to i. 

Sociology, Y^- Music, i to 2. 

Suggestions as to Course of Study and Equipment. 

Courses in agriculture and domestic science are recommended in all 
schools. 

Physical education is now required by State law. One half hour is 
to be given to this daily. 

In small schools with limited personnel work in Foreign Languages 
should be limited. When teaching force and other conditions warrant, 
pupils may properly take some other language than their own. How- 
ever, as a rule when a Foreign Language is taken it should be required for 
at least two years. Spanish is strongly recommended because of its 
importance in the Western World. 

Pupils preparing for college should shape their course in accordance 
with the requirements of the college they are to enter. The colleges 
require 15 units for entrance. Eight of these are prescribed. The others 
should be so chosen that they will best prepare for the work the pupil is 
to do in college. 

Where possible, girls in high school should be taught Home Hygiene 
and Care of the Sick, and all pupils should be instructed in First Aid. 

Do not confuse the requirements for classification of schools with 
requirements for pupils within the school. A school may offer more 
than fifteen units. Fifteen units is the minimum to be offered by an 
■'A" class school, for classification purposes. 

In order to meet the vital needs of a community it is advised that 
evening or part-time schools be organized wherever practicable. 

The Seven Groups of Studies. 
Every course of study should consist of one or more subjects from 
the following groups outlined on another page under the course of 
study: English, Mathematics, History and the Social Sciences, the 
Natural Sciences, Foreign Languages, Vocational and Avocational sub- 
jects. 

The Curriculum. 

In order to develop a course of study, it is essential that the objectives 
be known. The tendency is away from studies with one aim and pur- 



182 Manual for Georgia Teachers 

pose to those that have a more vital relation to the life interests of the 
child. The aims are expressed in the seven objectives reported by the 
National Committee on Reorganization of Secondary Schools. 

With these aims and objectives kept in view we may enrich the work 
of the high school as never before. Freed from requirements that once 
fettered, the high schools may now relate their work in accordance with 
these objectives to the needs of the child and of the community. 

The state has its requirements in reference to classification, but these 
standards will not be destroyed, but rather maintained, if school author- 
ities seek out and find those things that are vital to the needs of the 
child and incorporate these in the curriculum. All that the State asks 
is that the children be not given a stone when they are asking for bread. 
Adapt the curraulum, if possible, to meet the vital needs of the commu- 
nity and the child. Part-time and Evening schools are encouraged in 
order, if necessary, to meet this consideration. 

The state does not prescribe the curriculum. It merely suggests. 
The .curriculums given herein do not represent specific requirements 
either as to subject or arrangement. Every school is free to make its 
own program. However, whatever course is selected, there should be a 
certain definite continuity of subjects even as electives in addition to 
those given as constants. 

If the course of study leads one properly to interpret life, to voca- 
tional efficiency, to stronger bodies and better health, to efficient func- 
tioning socially and in a civic way, then the course of study is good. To 
nid every pupil to function efficiently is the cherished desire of the State 



The High School 



183 



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184 



Manual for Georgia Teachers 



Class "C" or Two-Year High Schools. 

Minimum Requirements: 
One two years' course. 
One teacher qualified and efficient. 

Library adequate — dictionaries, charts, maps, reference books, etc. 
Laboratory adequate to science offered. 
Sanitary toilets. 
Permanent records kept. 

A Community Center for literary, social and civic life of community. 
A coordinate part of the County High School system. 
Eight units offered: 

English, 2 units. 

Mathematics, i unit. 

History, i unit. 

Science, i unit. 

Electives, 3 units. 

Total, 8 units. 

The electives may be: 

One additional in History. 

One additional in Science. 

One additional in Mathematics. 

Tw^o in vocational or avocational subjects. 

Tvi^o in foreign languages. 



Suggested Curriculums. 



First Year. 
English, I unit. 
Mathematics, i unit. 
Physical Education. 



Second Year. 
English, I unit. 
Mathematics, i unit. 
Physical Education. 



Select tw^o: 
History. 

Foreign Language. 
Science. 

Vocational Subject. 
Avocational Subject. 

First Year. 
English, I unit. 
Composition, grammar. 
Classics. 

Arithmetic, algebra, 1 unit. 
Science or Foreign Language. 
Community Civics, i unit. 
Physical Education. 



Select two: 
History. 

Foreign Language. 
Science. 

Vocational Subject. 
Avocational Subject. 

OR 

Second Year. 
English, I unit. 
Composition, grammar. 
Classics. 

Algebra, geometry, i unit. 
I unit. Science or Foreign Language, i unit. 
History, 1 unit. 
Physical Education. 



The High School 185 

The important thing, the vital thing, is to relate the course as much 
as possible to the needs of the pupil. Whatever course may be selected, 
care should be taken to preserve its continuity and to relate it to the 
work of the schools in the "A" and "B" classes in the county. 

Class "C" schools should not attempt too many subjects, but confine 
their w^ork to the subjects they can do well. Thoroughness and efficiency 
should be the aim. 

Class "B" or Three Year High Schools. 
Minimum Requirements : 

Teachers — qualified and efficient. 

One three years' course. 

Term 36 weeks. 

Library adequate. 

Laboratory adequate to science work. 

Sanitary toilets. 

Permanent records kept. 

A Community Center for the literary, social and civic life of the 

community. 
A coordinate part of the County High School system. 
Twelve units offered: 
English, 3 units. 
History, i unit. 
Mathematics, 2 units. 
Science, i unit. 
Elective, 5 units. 
Total, 12 units. 
This course should have the full time of two teachers, although it is 
possible to teach with one teacher giving full time and one half time. 
Electives : 

An additional unit in mathematics. 
Two additional units in science. 
One or two units in vocational work. 
Two or three in history and civics. 
Two or three units in Foreign language. 

Suggested Curricultims. 
First Year. Second Year. Third Year. 

English, I unit. English, 1 unit. English, i unit. 

Mathematics, i unit. Mathematics, i unit. Select three: 

Select two: Select two: Mathematics. 

General Science. Civic Biology. Physics or Chemistry, 

Foreign Language. European History. Modern History, 

Civics or History. Foreign Language. Foreign Language. 

Vocational subject. Vocational Subject. Vocational Subject. 

Avocational Subject. Avocational Subject. Avocational Subject. 

Physical education thirty minutes daily in all courses. 



186 Manual for Georgia Teachers 

Class "A" or Four Year High Schools. 

Minimum Requirements : 
One four years' course. 

Two teachers, preferably more, but this is the minimum required. 

Teachers — qualified and efficient. One should hold a degree from 

a standard college. Others should have this qualification or, at 

least, a professional high school certificate. 

Library containing encyclopaedias, standard dictionaries, reference 

books for all subjects taught and an adequate number of books for 

general reading. Duplicate copies of important reference books. 

Laboratory. Equipped with a sufficient amount of apparatus to 

meet the needs of all pupils in all sciences taught. 
Charts, maps — adequate. 
Sanitary toilets. 

Permanent records of each pupil. 
It is impossible to estimate the cost of adequate apparatus, as the 
apparatus or the amount of it should depend upon the experiments given. 
These vary with the teacher or the text used. Care should be taken to 
relate the experiments as much as possible to the social needs, as time is 
often sacrificed with experiments that seem to have no aim except skill 
in manipulation. See lists of firms handling apparatus given under the 
heading Physics and Chemistry. 

Curriculum Arranged for a Four Year High School With Two 
Teachers Only. 

This course permits no electives and requires alternations. 
The alternations are denoted by the figures preceding the subjects. 
I alternates with 2, 3 with 4, 5 with 6, 7 with 8. 
This course gives six recitations to each of the two teachers. 

First Year. Second Year. Third Year. Fourth Year. 

English English 3 English 4 English 

Algebra Geometry 5 Modern History6 American Hist. 

General Science 2 Ancient History 7 Chemistry 8 Physics 

I Civics or History Agriculture or Foreign Language Foreign Lang- 
Science uage. 

The average high school should have more than two teachers, but 
inasmuch as the minimum for a four year high school has been prescribed 
in the Barrett-Rogers Act, the above schedule is submitted merely as a 
suggestive one. Many other combinations and alternations are possible, 
but alterations, if possible to prevent, are not as a rule advisable. 



The High School 



187 



A Suggested Course of Study for Class "A" or Four Year High Schools. 



Eighth Grade. 

English. 

History. 

Mathematics. 

Physical Education. 

Music. 



Select One: 



Latin. 
Science. 

Vocational Subject. 
Avocational Subject. 



Ninth Grade. 

English. 
History. 
Mathematics. 
Physical Education. 
Music. 



Select One: 

Latin. 
Science. 

Vocational Subject. 
Spanish or French. 
Avocational Subject, 



Tenth Grade. 

English. 
History. 
Mathematics. 
Physical Education. 
Music. 



Select One: 



Foreign Language. 
Science. 

Vocational Subject. 
Avocational Subject. 



Eleventh Grade. 

English. 

History. 

Science. 

Physical Education. 

Music. 



Select One: 



Foreign Language. 
Mathematics. 
Vocational Subject. 
Avocational Subject. 



Principals should consider the continuity of subjects, and as far as 
possible provide for at least three majors in three of the seven groups 
and two minors in two other groups. Eight units of the course should 
be made up of constants. About three units should be determined by 
the particular needs of the individual and the others should be taken as 
free electives. 



188 Manual for Georgia Teachers 

THE SEVEN GROUPS OF STUDIES. 

English, Mathematics, History and Social Science, Natural Sciences, 
Foreign Languages, Vocational and Avocational Subjects. 

GROUP I. ENGLISH. 

English: (Four years should be offered.) 

Noting the aims of the course, the teacher of English must be con- 
scious of the fact that she has perhaps the most wonderful opportunity 
of any high school teacher to mould through the teaching of this subject 
the aspirations and the ideals of the pupil. Animated by such a thought, 
she should endeavor to make her teaching vitally inspiring and inspiringly 
vital to those committed to her care. 

Teachers are often confused as to the course in English because it 
includes Spelling, Composition, Grammar, Rhetoric, the Classics and 
Literature. Perhaps their difficulty may be solved as to the interrela- 
tion of these if they keep in mind the fact that logically the course 
resolves itself into only three phases, viz: "The study of the theory of 
good composition, the practice of good composition, and the study of good 
composition of others. Practically these may be resolved into the com- 
mon division of composition and literature, remembering, how^ever, that 
oral expression is a part of composition." 

The aims of High School English are well expressed in the report of 
the N. E. A. Committee on Reorganization, as follows: 

Composition : "The chief aim of composition teaching is to develop 
the power of effective communication of ideas in both speech and writing. 
It involves guidance in gathering, selecting, organizing and presenting , 
ideas for the sake of informing, persuading, entertaining or inspiring 
others. 

"It recognizes that good speech demands a sense for established idiom, 
distinct and natural articulation, correct pronunciation, and the use of 
an agreeable and well managed voice; that good writing demands a 
large vocabulary, a clear and vigorous style and firmness and flexibility 
in the construction of sentences and paragraphs; also correctness as to 
details of forms, namely, a firm and legible handwriting, correctness of 
grammar and idiom, and observance of the ordinary rules for the use of 
capitals and punctuation." 

Literature: "The aims of literature teaching are to quicken the 
spirit and kindle the imagination of the pupil, open to him the potential 
significance and beauty of life, and form in him the habit of turning to 
good books for companionship. It involves guidance in gaining a clear 
first impression of a good book as a whole, the thoughtful consideration 
of parts in relation to the whole, and a vivid realization of both the whole 
and the part in terms of the reader's own experience and imagination. 
It recognizes that good reading requires a definite understanding as to 
the purposes to be realized by the reading, whether only knowledge of 



The High School 189 

the essentials, intimate familiarity with details or acquaintance with 
certain selected facts; the habit of careful observation, reflection and 
oiganization; and in the case of oral rendering an accurate and sympa- 
thetic interpretation of the meaning through well controlled voice and 
manner." 

Note: As to what the course in English in the high school should be 
depends very largely upon what has been done in the grades. This 
subject begins in the first grade, and the work in the high school is 
merely a continuation of the work in those grades, hence it is very 
necessary that the teacher acquaint herself with the work that has 
preceded. Articulation with the work below is of the greatest impor- 
tance, as the work should be "continuous in arrangement and cumulative 
in method and result." 

Allotment of Time. 

"In all grades from the first to the twelfth composition and literature 
should be equally emphasized and should receive an equal share of 
time." — Inland Empire Report, 

Attainment of Pupils. 

In beginning the work in high school English the teacher should make 
tests in composition, oral and written, to ascertain what standards have 
been attained by the pupils she is to teach. See Report on Reorganiza- 
tion as to the attainments of pupils beginning high school work. 

Points To Be Stressed. 

During the entire course insist upon the following: 

1. In oral work: 

a. Erect position, clear enunciation, natural pitch of voice. 

b. Complete sentences grammatically correct. 

c. Reading that can be distinctly understood by all the class with 

books closed. 

2. In written work: 

a. Spelling — at least 95 per cent perfect in all words drilled upon 

in the grades and in present work. 

b. Grammar — the application of grammatical principles learned, 

wherever they apply in the correction of grammatical 
errors; in securing sentence betterment. 

c. Punctuation and Capitalization — as related to sentence organi- 

zation; for all abbreviations, proper names, titles, letter 
forms, etc. 

Oral Composition. 

Teachers often make the mistake of thinking that the principal work 
in composition is the written form and that this is the only kind of com- 
position that they need to give especial attention. As a matter of fact 



190 Manual for Ckoroia Teachers 

verbal expression is more important than written, and oral and written 
composition should be emphasized in the proportion they play a part in 
the lives of the people. We should insist upon more and better oral 
composition to the end that the pupil may learn to collect and organize 
material for oral discourse, to develop ability to join in oral discussion 
and to present forcefully and clearly the material he has organized. 
"Writing and speaking are simply two forms of one mental act and 
speech is the typical form of expression." 

Written Composition. 

Teachers will succeed or fail in their teaching of composition in pro- 
portion to the attention they give to the selection of composition subjects. 
No one can write effectively when he has to say something — all can 
write when they have something to say. First ascertain that the pupils 
have something to say — real content to express. Then provide the 
motive for saying it — motivation. Teach pupils to organize what they 
have to say so that they may think clearly and present the work in an 
interesting and an impressive manner. 

Subjects for Composition 

These should be taken from the everyday interests of the pupil, from 
leisure interests, student activities, and special projects. They should 
be given work in the following forms : 

Narratives of fact, as stories of a football game, accidents, outings, 
adventures, etc. 

Invented stories — fiction, imaginary journeys, adventures. 
Description — Stressing the necessity of clearness and vividness in the 
picture. 

Simple exposition. 

Subjects on matters of community interest. 

Letter writing — friendly letters, business letters, the letter made real 
if possible by an actual occasion. 

Teacher's Correction of Work. 

In correcting themes the teacher should not expect perfection. He 
should not criticize too many things in one composition, but give attention 
to one feature only, emphasizing content at first in order to show pupils 
that the principal aim of the composition is to have something to say 
rather than to give an excuse for fault finding. 

Through a proper method of correction in which certain faults and not 
all faults are stressed, not only one but all pupils may gain knowledge 
and power from the correction of these faults. 

Suggestions: Lists of words misspelled by pupils should be made by 
the teacher and constantly drilled upon. Only by continual drill c-an 
errors in spelling be eliminated. 



The High School • 191 

Teach the use of the dictionary and how to use reference books. It is 
more important to know how to find a reference than to know the 
capital of Montenegro. An educated person is one who knows what he 
wants, where to get it and how to apply it. 

Number of Themes. 

The number of themes should be limited somewhat by the teacher's 
capacity to read and correct, but there should be given as a minimum 
at least fifteen a year. 

Literature. 

The principal aim in literature is to develop a sense of appreciation 
and the soulful inspiration of the pupil. While it is necessary now and 
then to discuss excellencies of style and literary merit, it is not necessary 
to tear each and every piece of literature to pieces, as is sometime done, 
in order to find some grammatical relation. 

The great aim and end to be obtained is, as is stated in the Report of 
the Committee on Reorganization, "to make the home reading pleasur- 
able and profitable, and if this is attained, the great end of all literature 
>s attained — the use of good books as a permanent resource of life." 

A certain amount of individual reading should be stressed and a 
method developed by which this can be checked by the teacher, Poetrj 
and prose should be memorized from time to time. The lists for study 
should include the short story, lyrical and narrative poetry, the novel, the 
essay and the drama. 

Pupils should dramatize some of the selections studied. Lists should 
be made by the teacher for each grade. Emphasize the work of Georgia 
Poets, Authors and Writers. 

Three or four of the following: 

For study and practice first year high school. 
Irving's Sketch Book. 
The Deserted Village. 
Enoch Arden — Tennyson. 
Whittier's Snow Bound. 
A Tale of Two Cities. 
Treasure Island. 
Merchant of Venice. 

For Outside Reading: 

Kipling — Captains Courageous. 

Little Women. 

Scott — Kenilworth. 

Burroughs — Birds and Bees. 

Hughes — Tom Brown's School Days. 

Bunyan's Pilgrim's Progress. 



192 Manual for Georgia Teachers 

Suggestions and Comments. 

Technical Grammar belongs chiefly to the high school period, but it is 
not expected that pupils will complete this study in the eighth grade; 
rather it should be a part of the English work throughout the high 
school years, both for study and reference in connection with literature. 

Classics. In the Junior High School it is believed, that for class study 
a text book consisting of choice selections of the best literature will be 
found more satisfactory than the study of separate books as given above. 
Elson's Readers are prescribed in the upper grammar grades. Similar 
books, more advanced, can be found, such as Mims and Payne's ''South- 
ern Prose and Poetry;" Elson and Keek's Junior High School Litera- 
ture, Book I for the eighth grades and Book II for the ninth grades; 
Payne's Literary Readings, etc. 

Magazines. The pupils should read and report on articles in current 
magazines. The following are suggested: Literary Digest, The Review 
of Reviews, Current Literature, The World's Work, The American, 
The Saturday Evening Post. 

Teachers should consult the Bulletin on the Reorganization of English 
in Secondarv Schools and some of the following: 

"The Modern High School." 

"Parker's Method of Teacnmg m High Schools." 

"Hollister's High School and Class Management." 

Report of the Inland Council of Teachers of English. 

Simon and Orr— ^Dramatization. 

Carpenter, Baker and Scott — "The Teaching of English." 

"The English Journal" — Chicago. 

GROUP II. HISTORY AND THE SOCIAL SCIENCES. 

"The study of the social sciences have for their constant and conscious 
purpose the development of good citizenship." 

The teaching of history, civics and the other social sciences should be 
helpful in meeting the social-civic objective of education. 

The course may extend over the entire four years and the work may 
be distributed as follows: 

Eighth Grade — Community Civics and Projects. This should be 
given in an intensive way in the first year high school, as many pupils 
may not reach the eleventh grade, in which grade a course in general 
civics is offered in connection with American History. English History 
or Ancient History may be offered in this grade, but it is better, perhaps, 
to defer Ancient History to the ninth grade. 

Ninth Grade — European History to 1800 or Ancient History. 

Tenth Grade — World History from 1800 to the present day. 

Eleventh Grade — American History and Civics. 

In two and three year schools, where it is known that the majority of 
oupils cannot continue their work after the completion of these schools, 



The High School 193 

the teacher should readjust the course in such a way that American 
history is given preference over European H'^tory. 

Community Civics. 

The community consciousness of each child should be developed in 
such a way that each one will feel that he is vitally related to his 
community. He should not only be proud of his community, but such a 
spirit should be developed in him that eventually the community will be 
proud of him because of his civic spirit. He should be taught his rela- 
tion to the community and be made to feel that he individually must 
contribute something worth while to the community, as the future of 
the community depends upon and is linked with his sense of obligation to 
the community. 

"The aim of Community Civics is to help the child to know his com- 
munity — not merely a lot of facts about it such as he may have learned 
in the grammar school, but the real meaning of his community life, what 
it is for him, what it does for him, how it does it, what the community 
has a right to expect from him, and how he may fulfill his obligations 
thereto, meanwhile cultivating in him the essential qualities of good 
citizenship." See ''Teaching of Community Civics." 

Elements of welfare suggested: 

I. (l) Health; (2) Protection of life and property; (3) Recrea- 
tion; (4) Education; (5) Civic beauty; (6) Wealth; (7) Communica- 
tion. 

n. How governmental agencies are conducted, how they are financed, 
and how private agencies are conducted and financed. See Report of 
the National Committee on Reorganization. 

History. 

Suggestions and Comments: Five things are necessary in the teaching 
of history — teacher, pupil, recitation, reference material, and illustrative 
material. Too often the last two are omitted. 

The teacher is not only to know her subject, but she should know it 
so well that she can emancipate herself from following slavishly the 
textbook. The teacher who knows her subject is inspired by the joy of 
mastery, and this inspiration she always brings to her pupils. In no 
other subject except, perhaps, in the teaching of literature has she a 
greater opportunity for real good than in the teaching of history. Here, 
too, for the first time the teacher has the opportunity to emancipate the 
pupil from absolute dependence upon the text. He is at an age when 
he worships the heroic, when he begins a search for ideals. Help him to 
find the right heroes and divert him to the right ideals, not by always 
lecturing, but by directing him to source materials. So teach him to 
investigate that he will be able to amplify the work of the text and 
thereby develop a sense of self-reliance and independence. 



194 Manual for Georgia Teachers 

Recitation. 

The purpose of the recitation is not entertainment; it is not the repeti- 
tion of words memorized from the text; it is not merely the testing of 
what the pupil may have learned. It is more than this. The recitation 
should not only be a clearing house for information, facts, ideas, and 
opinions as they may have been collected, but it should be a time when 
the teacher should definitely know that the proper mental activity and 
right reactions have taken place in the minds and souls of the pupils. 

The Text and Reference Material. 

The text which is used as a basic book for the teaching should by no 
means be the only book in the teaching of history. There should be 
reference books for each history taught. The library should contain 
historical works, magazines, charts, maps, atlases, and an encyclopaedia, 
so that the child may have the best possible opportunity for securing 
sidelights and additional information on the topics studied. 

Illustrative Material. 

In addition to the above there should be illustrative materials wherever 
possible, such as models, pictures, casts, lantern slides, etc. 

Notebooks. 

Notebooks should be used, but the pupils should not be too much 
burdened with mechanical labor. The purpose in using notebooks 
should be definite — the outlines developed and certain generalizations not 
merely reproductions from the texts. 

Method. 

History should not be merely a study of past events. A study of 
conditions in the past, political and social, must be made if the study is 
to become vital. The pupils should relive for a time the lives of those 
gone before by a proper study of the conditions then existing. 

Pupils may, in groups or individually, be assigned certain topics and 
asked to report on these as contributions to the recitation, and the time 
used profitably without any reference to the textbook. 

Do not permit generalizations without a broad basis of fact. Remem- 
ber, the perfect work is done not by merely teaching the lives of the 
great and good — it is a perfect work only when we can lead pupils to 
appreciate and to assimilate, if possible, the virtues of those of whom 
they read. 

The teacher should constantly strive to develop the historic spirit and 
should read largely of the latest publications in reference to the subject. 

He should read the report of the National Committee on Social 
Studies which has been printed by the Bureau of Education and which 
^:an be had for lo cents from the Bureau of Documents, Washing- 
ton, D. C. 



The High School 195 

The Teaching of Community Civics— bulletin No. 23, 191 5, from the 
Bureau of Education. 

The Reorganization of Secondary Education. 

Training for Citizenship. 

The above may be had from the Bureau of Education, Washington. 

Some of the following should have a place in the library: 

Bryce's American Commonwealth. 

Old Greek Life. 

Johnston's or Abbott's Napoleon. 

Green's Short History of the English People. 

The World's Almanac for the Current Year. 

Maps and Charts may be had from the following: 

Clanton & Webb, Atlanta, Ga. 

Atkinson, Mentzer, Chicago. 

Rand-McNally Co., Chicago. 

Southern Pub. Co., Dallas, Texas. 

The Census Bureau publishes free a Statistical Atlas of the United 
States which is valuable to classes in industrial history. 

GROUP HI. MATHEMATICS. 

Four units may be offered. 

The following constitute the subjects of the course: Arithmetic, 
Algebra, Plane Geometry, Solid Geometry, and Trigonometry. 

The following suggestions are offered as to the arrangement of 
courses : 

For two year high school two or more arrangements are possible: 

a. One-half year of business arithmetic, to be followed by a year and 
a half of algebra. 

b. One year of algebra, followed by a year of geometry. 

For three year or class "B" schools the following arrangements arc 
possible: 

a. One-half year of arithmetic, followed by a year and a half of 
algebra and a year of geometry. 

b. A year and a half of algebra, followed by a year of geometry, and 
then a half year of advanced arithmetic or advanced algebra. 

c. One year of algebra, one year of geometry, another half year of 
algebra, followed by advanced arithmetic, solid geometry or advanced 
algebra for a half year. 

For class "A" or four year schools many arrangements are possible. 
Algebra can be given from i to 2 units credit; geometry, i ; Solid Geom- 
etry, Yz ; Trigonometry, J/2 ; Arithmetic, Yz ; not over 4 units offered. In 
developing the course the teacher should consult the needs of the majority 
of pupils. 

In the average high schools it is perhaps better to give one-half the 
first year to arithmetic and much attention to a study of business forms, 
etc. The algebra may begin about the beginning of the second term of 



196 Manual fuu Georgia Teachers 

the first year. Inasmuch as First Year Latin is generally begun at the 
beginning of the first term of the first high school year there will be the 
advantage of not introducing the pupil to too many new subjects at the 
same time if algebra is begun at the beginning of the second term of the 
first year. The algebra may be continued for a year and one unit's 
credit will be allowed if the work is such in quantity and quality as to 
warrant it. The second half of the second year geometry may be begun. 
This can be completed — five books — by the middle of the tenth grade, 
when, if desired, another unit of algebra can be offered. The eleventh 
year mathematics as a rule should be elective, those going to college 
making the necessary arrangements, those taking the Teacher Training 
Course reviewing the previous work in arithmetic, etc. Every pupil 
should have instruction in accounts, and business forms, for too often 
pupils finish school with little or no knowledge in reference thereto. 

Algebra, i to 2 Units. 

In order tn secure a credit of one unit pupils should master the topic 
usually presented up to and including quadratics. In order to do this 
there is need of certain modifications and omissions. Factoring should 
be limited to the standard forms, complicated complex fractions being 
omitted. 1 he treatement of square and cube root may be limited, but 
should be arcompanied by explicit numerical calculations, applications, 
mensuratiu ■ and, if possible, the construction of small tables of squares 
and square 1 oots. The equation should be used early and constantly. 
The four fundamental operations for monomials and polynomials, signs 
of grouping sim.ple equations, with the stress on the idea of balance 
rather than transposition. In order to secure more than one unit credit 
the work r-ust be continued, the elements completed, quadratics mas- 
tered, the bJiominal theorem, ratio and proportion, graphical representa- 
tion of two variable quantities and a practical use of logarithms, frac- 
tional and negative exponents, etc., are to be taught. 

Advanced Arithmetic. 

This wor': should not be divorced entirely from algebra and geom- 
etry. Practical problems, however, should be the rule — those relating to 
business, to plans for houses, emphasizing applications in mensuration, 
etc. Penccntage should be shown to be a special case of fractions; 
business forms should include forms of checks, drafts, special attention 
being given to a study of interest tables, insurance and freight and 
postal rates, etc. 

Geometry. 

By the s?^- I'y of geometry -the pupil should be led to a practical knowl- 
';dge of form and measurement of lines and plane figures, the relations 
that exist between these, and to develop habits of order, neatness, and 
concise expression. It should teach him definiteness in aim and achieve- 
ment, order and system. Insistence upon these, however, should not 



The High School 19? 

be carried to the point of bewildering the pupil and rendering the subject 
unintelligible. In addition to the text used it is well to have in the 
hands of the teacher a supplementary book containing concrete questions 
and problems. The whole work should be made as complete as possible, 
so that every phase should be understood in its practical relations. 
Original demonstrations should form an important part of the work. 

Trigonometry and Solid Geometry. These are not required, but may 
be given during the fourth year of the high school. Credit, Y^ unit to 
each. 

Schools desiring to do so may use the new order of mathematics in 
the eighth and ninth grades — a combination of arithmetic, algebra and 
geometry — and specialize in the more advanced texts in the tenth and 
eleventh grades. 

GROUP IV. SCIENCE. 

The Natural and Physical Sciences. 

At least one unit in Science is required in all courses even in Class 
"C" or two year schools. The course may include the following, not 
necessarily all of them : 

General Science. 

Civic Biology. 

Botany. 

Physiography. 

Physiology. 

Physics. 

Chemistry. 

The course should generally be offered as follows: 

First Year, General Science; Second Year, Civic Biology; Third 

Year, Physics or Chemistry; Fourth Year, Chemistry or Physics 

If desired the course in General Science may be shortened to a half 

year's course and Physiography given for the other half in the first 

year; or Biology may be offered for the first half of the second year 

and Physiology given in the second half of this year. 

Selection and Organization of Subject Matter in General Science. 

"The subject matter of General Science should be selected to a 
large extent from the environment. It will therefore vary greatly in 
different communities. The science involved in normal human activi- 
ties, and especially the science involved in the Reconstruction period 
after the war, presents many real problems which must be met more 
intelligently than formerly if there is to be the needed increase in 
effectiveness of the service which individuals and groups are expected 
to give. Science is universal and constant in the life of our citizens, and 
hence to be useful to all pupils general science must accept the science 
of common things as its legitimate field. The science of common use 



198 



Manual for Georgia Teachers 



and that of the school room should be the same. General science should 
use any phase of any special science which is pertinent in the citizen's 
interpretation of a worthwhile problem. 

The particular units of study should be those that truly interest the 
pupils. Interest not only secures productive attention but is an evidence 
of attention. To be substantial educationally, interest must rest upon a 
sense of value, an evident worthwhileness in the topics considered." — 
National Committee on the Reorganization of Science. 

General Science, Physiology and Civic Biology are not strictly labor- 
atory subjects, yet they are informational courses requiring illustration 
and therefore certain materials are needed. 

The following are examples of the simple materials needed: copper 
wire, zinc and iron plates, hand lens, dry cells, hydrochloric, sulphuric 
or nitric acid, mercury, magnets, glass tubing beakers, test tubes, flasks, 
alcohol lamp, meter stick, spring balances, pulleys, levers, scissors, ther- 
mometer, mirror, prisms, etc. Pupils may supply many necessary ar- 
ticles that can be adapted to the needs of the class. Schools that teach 
Physics and Chemistry will not need additional apparatus for General 
Science. 

The following apparatus may also be provided: 

General Science Apparatus: 



I balance horn pan. 
I set weights. 
I rmg stand — 3 rings. 
I round bottom flask. 
3 Florence flasks. 

3 funnels, 2, 4 and 8. 

8 one hole stoppers — rubber. 

I iron forceps. 

I meas. cylinder 50CC. 

1 brass globe for weighing air. 

2 thermometers 110 C. 

2 thermometers Fahrenheit 220 F. 

4 thistle tubes, straight stem. 
2 battery jars. 

I pinch cock screw compression. 
I electric bell. 

1 electrolysis apparatus. 

2 battery jars 6x8. 
2 glass prisms. 

I spool linen thread. 

1 spool copper wire No. 18. 

2 sq. ft. dental rubber. 
6 tin pans 7 in. diam. 

6 squares iron gauze locmsq. 



1 set beakers, 150 cc to 1000 cc. 
4 wide mouth bottles, 2, 8, 16, 32 

oz. — I each. 
1 rat tail file. 

1 triangular file. 

2 blast lamps if no gas is provided. 
Glass tubing 7 mm outside diam. 

8 two hole stoppers. 

1 measure cylinder 250CC. 
6 test tubes. 

2 lb. mercury. 
Marble chips. 

100 13 filter papers, 
6 magnifiers. 
2 pinch cocks. 
I barometer tube. 

1 dry cell battery. 

2 bar magnets. 

I horse shoe magnet. 

I hard glass test tube. 

6 drinking tumblers. 

6 candles. 

4 lamp chimneys. 

I exhaust and compression pump. 



I wing top burner attachment. 

The cost of the above will be about $50.00. 



The High School 199 

Chemicals: hydrochloric acid, sulphuric acid, alcohol amonium hy- 
droxide, carbon disulphide, charcoal lumps, copper sulphate, ether, gas- 
oline, hydrogen peroxide, iron filings, lime water litmus paper, paraffin, 
phosphorous, potassium chlorate, potassium permanganate, starch sugar, 
cane and grape, zinc and zinc sheet. The above may be secured from 
the W. M. Welch Company of Chicago, The Central Scientific Com- 
pany of Chicago, The L. E. Knott Company of Boston, The Thomas 
Scientific Company of Chicago, Schaar and Company of Chicago. 

Second Year. Biological Science, Including Hygiene. 

The course may be given for a whole year or a half year and physi- 
ology studied during the second half of the year. However the subjects 
may be presented, much attention should be given to Hygiene in an 
extended study of human physiology. Studies in Home Care of the Sick 
and First Aid may be given. 

Especial stress should be placed upon the following: 
The structure of the body, food and digestion, the circulatory sys- 
tem, its function and hygiene, the respiratory system, the excretory sys- 
tem, the sanitation of the home, sanitation of the school, sanitation of 
the community, pure food, water, milk, sewage disposal, playground, 
insect pests — the mosquito especially, quarantine, vaccination. 

Physics, Chemistry, i Unit Each. 

Physics or Chemistry may be taught in the tenth and eleventh years. 
Some schools will find it preferable to use Chemistry in the tenth and 
Physics in the eleventh. 

At least two of the five periods of time given to these subjects weekly 
should be laboratory periods for individual experiment. The equiva- 
lent of one period a week should be given to experimental demonstra- 
tion by the instructor. 

The National Committee on Reorganization says: "The unit of 
instruction, instead of a certain number of sections or pages of the 
text-book or a certain formal laboratory exercise, should consist of a 
definite question, proposition or problem or project set up by the class 
or the teacher. 

This method calls for an organization in which information, experi- 
mental work and methods of attack are all organized v/ith reference 
to their bearings on the solution of the problem. 

The recitation, the laboratory lesson and the class demonstration 
should not be unrelated units." 

The Committee further saj's: "The number of laboratory problems 
per year should lie somewhere between thirty and fifty, the preference 
being given to the smaller number. Each pupil should be required to 
keep a note-book record of all his experiments. The notes should be 
clear, concise and systematically arranged. They should contain a 
statement of the problem, a brief description of the apparaltus, maten*- 



200 Manual for Georgia Teachers 

als and procedure, tabulations of numerical data, the conclusions 
reached. Graphs and drawings should be used as a means of expres- 
sion or interpretation, not as ends in themselves. Original notes should 
be made with such care that copying of notes will be unnecessary. The 
apparatus should be selected in accordance with the experiment per- 
formed. 

Some dealers in apparatus and laboratory supplies: W. M. Welch 
Scientific Company, 15 16 Orleans St., Chicago; L. E. Knott Co., 15 
Harcourt St., Boston, Mass.; Mcintosh Steriopticon Co., 35 Randolph 
St., Chicago; Kewanee Manufacturing Co., Laboratory Furniture, 
Kewanee, Wis.; Baush and Lomb Optical Co., Rochester, N. Y. 

Note: The Chemcraft outfit can be purchased for $5. It supplies 
apparatus, chemicals and instructions for 130 interesting experiments. 
In the rural school it would be well for the individual pupil to own 
one of these sets. They can be had from the Milton-Bradley Company 
of Atlanta, or from the Porter Chemical Co., Hagerstown, Md. 

GROUP V. FOREIGN LANGUAGES. 

Latin — This subject is classed not as a "constant" but as a variable. 

This course may extend over the entire four years with the work dis- 
tributed as follov/s: 

Eighth Grade — First year spent in mastering the elements as given 
in some good text. 

Ninth Grade — Caesar or an equivalent with prose composition. 

Tenth Grade — Cicero or an equivalent with prose composition. 

Eleventh Grade — Virgil or an equivalent with prose composition. 

If Latin is offered it should be given for at least two years. Pupils 
preparing for a college of Liberal Arts may do well to pursue the sub- 
ject for the entire four years. 

The equivalent of four books of Caesar should be offered, six ora- 
tions of Cicero, and six books of the Aeneid. 

The value of Latin in building up an English vocabulary, in cultiva- 
tion of literary appreciation, and in the understanding of classical refer- 
ences should be stressed. 

Success in the Latin course will depend largely upon the work that 
is done the first year. If the pupil is to become master of the subject 
he must be drilled, drilled, drilled. 

Using a first year Latin text of standard class, require a mastery of 
the declension of nouns, the conjunctions of verbs, comparisons of verbs 
and adverbs, giving especial attention to the irregular verbs, sum, pos- 
sum, fero, nolo, malo fio, eo. 

During the first year there should be much drill on the vocabulary 
and several hundred words learned thoroughly. The rules of syntax 
should be learned and enforced. If this first year's work is well done 
all will be well; otherwise discouragement and failure. 

In translating see that the pupil gets a clear, concise, definite idea 



The High School 301 

of what he is trying to read and see that he gives expression to it in 
good English. Translation in English ''has become the synonym for 
slip-shod work and slovenliness." 

The National Committee says: "There should be an abundant work, 
from the beginning, in rendering into Latin very easy sentences. Here 
much oral work in the class room is strongly recommended. The pur- 
pose of this recommendation is to assure: (i) familiarity with the im- 
portant forms of the language as used in sentences; (2) drill on vocabu- 
lary; (3) mastery of the principles of syntax; (4) training of the ear 
and vocal organs; (5) arousing interest in the study. 

Further, from the first reading lessons should, as far as possible, deal 
with themes distinctly classical, especially Roman legends, biographies, 
anecdotes and historical events. A knowledge of some of the great per- 
sonages and dramatic events in Roman history ought to be required of 
all pupils. 

The third half year should be employed in the mastery of those prin- 
ciples of syntax that were postponed from the first year, in increasing 
the pupil's vocabulary, in drill in other matters of syntax and in the 
reading of much easy Latin, and in review of forms of syntax studied 
during the first two half years. 

The committee believes that better results will be gained if the con- 
tinuous reading of the unmodified text of Caesar is postponed to the 
beginning of the fourth half year. The Latin reading of the second 
and third half years should consist of dramatic episodes, easy descrip- 
tive and narrative passages from Nepos, Caesar, Livy and similar 
authors dealing with classical history, mythologj-, civilization, etc. The 
traditional practice of reading the Gallic War, Books I-IV consecu- 
tively and nothing else, is not recommended. 

Beginning with the fourth half year, not less than one fifth of the 
recitation time should be devoted to a review of the forms already 
studied, to the mastery of such additional forms as may be necessary, 
to carefully graded lessons in Latin prose composition, and to sys- 
tematic instruction in word formation and derivation. The Latin 
readings should consist of selections from Nepos, Caesar's Gallic War 
and Civil War." 

Three or four excellent second-year Latin books have appeared re- 
cently from the press of the leading publishers. Latin teachers are ad- 
vised to examine these and introduce them in preference to the old 
three-book-course of Caesar's Gallic War, Latin prose and composition 
and a Latin grammar. In the third and fourth years where Latin is 
elected the v/ork may be devoted to Cicero's orations and essay's, se- 
lected letters and to Sallust, or part of the time to Cicero and part to 
Virgil. As a general rule, we have not found it possible for our high 
schools to accomplish thoroughly the old requirements of four books 
of Caesar, six orations of Cicero, and six books of Virgil during the 
four-year course. It is much better to distribute tlie three and one 
half units over the four years and give the pupil a greater master f ci 



302 Manual for GtEorgia Teachers 

the language. There are cases, however, where it can be done and well 
done. 

Modern Languages. 

Any of the modern languages may be offered for one, two, three or 
four years. They may, if desired, be begun before the seventh grade 
is completed. 

Drill in pronunciation should be begun with the first lesson, and con- 
tinued. The mastery of the rudiments of the grammar, ability to 
translate simple sentences, and to express the idioms of the language 
studied, ability to understand simple sentences expressed orally in the 
language used, the development of a vocabulary and ability to construe 
should be the work of the first year. This year's work should be most 
thoroughly done. 

GROUP VI. VOCATIONAL SUBJECTS. 

It is earnestly desired that wherever the teaching staff is sufficiently 
large, that some one or more vocational subjects be offered in order 
to bring the schools closer to the real lives of the people. The times 
have changed since ever boy could learn his trade at home, or the 
girl be taught household arts as they once were. Inasmuch as many 
pupils are to enter industry rather than professional life, the time is 
here when the schools should give more emphasis to this fact and make 
an effort to meet this end. 

Vocational Smith-Hughes courses are treated in another section of 
this Manual. 

Schools developing courses in any of the following will receive the 
encouragement of the State Department of Education. 

Agriculture from one to four years. 

Home Economics from one to four years. 

Manual Training from one to four years. 

Commercial Training, including instruction in commercial arithmetic, 
commercial geography, business forms and practice, banking, type- 
writing, stenography, etc. 

Music is encouraged in all schools. See "Music in Secondary Schools," 
Report of Committee on Reorganization. 

Especial attention is called to the fact that in the future certafn 
schools upon application to the State Department of Education, may be 
given the privilege of developing a Teachers' Training Course, under 
the conditions set forth upon page 285. 

The place of all these subjects in the high school curriculum has 
been justified. The question now is to see that the ones that are offered 
are taught in a thoroughly practicable and useful way. School authori- 
ties should make a survey of their communities and find the paramount 
need as related to vocations and strive in the curriculum to meet that 
need. Undoubtedly Agriculture and Home Economics represent the 



The High School 203 

dominant interests of our people and should wherever practicable be 
given attention in the course of study. 

Agriculture. 

In Class "B" and "C" schools in village and rural communities at 
least one half year of Agriculture in connection with corn, pigs, or 
other agricultural clubs should be given. This may be given in two 
double periods a week of school work and the projects on the home 
farm or garden. By thus cooperating with the County Demonstra- 
tion Agent very satisfactory teaching in Agriculture can be given in 
these schools. The Bureau of Education Bulletin in Agriculture will 
be helpful for classes other than the Smith-Hughes classes. See fuller 
treatment under Vocational Education. 

Home Economics Other Than the Vocational Smith-Hughes. 

At least one year of Home Economics should be a part of the course 
of every high school girl. This can be given successfully by the use 
of the Home Demonstration Agent for suggestions in home projects 
and by one of the elementary teachers. Two double periods a week in 
class demonstration and practice with reports on same will constitute 
a unit or year's work, or four double periods of school work, without 
home projects. 

In the Class "A" schools a more intensive course may be given with 
a special Smith-Hughes teacher employed. These courses are de- 
scribed elsewhere in this Manual under Vocational Education. See also 
General Home Economics for High Schools. 

Commercial Courses. 

These are gaining in favor in the four year high schools in communi- 
ties where the population is largely commercial. The report of the 
National Committee on "Business Education" published by the Bureau 
of Education gives an exhaustive treatment of this subject. 

Manual Training. 

Schools wherever practicable should offer one or more years in 
eighth or ninth grades, or both. 

GROUP VI. TEACHER TRAINING. 

In offering teacher training in the high schools, the state does not 
desire to convey the idea that it expects to turn out teachers as well 
qualified as if they attended a normal school or a teachers' college. It 
is possible, however, for nearly every county to organize a training de- 
partment in connection with the best high schools, so that in a few years 
each rural school will be supplied with teachers who have four years' 
work in a high school and also a year of professional training. 



204 Manual for G-eorgia Teachers 

The work will only be entrusted to schools that have the endorsement 
and approval of the Department of Education, and only such students will 
be accepted for this course as can command the recommendation of the 
principals of the schools which they attend. 

Courses of Study For Teacher Training Classes. 
Fourth Year — First Quarter: September, October, November: Theory. 

A study of "The Science and Art of Teaching," LaRue, the American 
Book Company. 

There should be frequent observations and tests in the school grades 
to illustrate the text, and the principles should be applied constantly 
during the second and third quarters' work. 

Fourth Year — Second Quarter: January, February: Practice. 

Study of the State Manual, with observations and practice teaching of 
the various subjects with groups and whole grades. 

Third Quarter: March, April, May: Review Course. 

A review with intensive study of advanced Arithmetic, Grammar, 
Geography, and American History and Civics. There should be a review 
of the year's Teacher Training course in this last month. Students will 
be given administrative duties in supervising children; practice in making 
out reports, schedules, programs, lesson outlines; in presiding over meet- 
ings and assisting grade teachers. 

In the second or third quarter there should be observation and practice 
work, if possible, in a rural school, with the approval of the County 
Superintendent and teacher. 

GROUP VII. AVOCATIONAL OR EXTRA-CURRICULUM 

ACTIVITIES. 

Since one of the objectives of education is the proper use of leisure 
time, the school should assume some responsibility for training in the 
proper use of the leisure time of the pupils. 

Extra-curriculum activities are often quite valuable to a school and 
may, if properly handled, enlist the interest and support of the whole 
community. These activities relate to the work of the literary and other 
associations within the school ; to the work of other organizations cooper- 
ating with the school and in which the public have a part. Activities of 
this kind extend the avocational or social side of the pupil's life and 
often develop what every school should have — a good school spirit. The 
school should therefore encourage, if not support and accept responsibility 
for: 

1. The school as an evening recreation center. 

2. The development of children's gardens. 

3. Athletic badge contests among the pupils. 



The High School 206 

4. Arrangement for celebration of holidays. 

5. Arrangement of pageants, 

6. Cooperation with Boy Scouts, "Hi Y," Camp Fire Girls, American 
Red Cross in organization of Junior Red Cross, Y. W. C. A., Commu- 
nity Service and other organizations that would extend the social life of 
the community. 

7. Wholesome home recreation; promotion of plays and games away 
from school grounds. 

8. School Athletics: Baseball, basketball, football, volleyball, etc. 

References: "Games for the Plaj^grounds" — MacMillan; "Neighbor- 
hood Entertainments" — Stringer and Watkins; "The Social Center" — 
Ward; '^What It Is and How to Organize" — Government Printing 
Office. 

"Recreation Manual for Teachers" — Oregon State Department of 
Education and Georgia Health Manual for Schools. 
"The Consolidated School" — Rapeer. 
"Play and Recreation for the Open Country" — Ginn & Co. 

The High School as a Social Center. 

If high schools are to wield the widest influence, we should see that 
at stated intervals they are open to the general public, and made the 
place of assembly for all the people of the community. Our people will 
never be properly awakened to the needs or the importance of the 
schools until in some way we bring them into closer touch and contact 
with the people and thus vitally connect them with the schools. 

Here is a great opportunity for a real live principal to enlist the entire 
community as one in the support of the schools. He can utilize this 
opportunity by calling together the members of the community from time 
to time as occasions for entertainment and discussions of the needs of 
the community, for literary and social exercises, and the development of 
the community spirit through sucii discussions, entertainments, and com- 
munity singing, etc. 

A debate between the pupils of the school, a talk by the County Super- 
intendent, the Agricultural or Demonstration Agents, by leaders of the 
community; now and then a movie picture along educational lines; these 
interspersed with music and discussion should enlist the interest of the 
whole community, and, if handled properly, will transform the spirit of 
the whole community. Appropriate subjects for discussion are as 
follows : 

The problem of our roads. 

The kinds of waste on the farm ; in the home. 

How to exterminate the typhoid or common house fly. 

Our most dangerous animals — the fly and the mosquito. 

The life story of the mosquito. Movie pictures may be iurhished by 
the State Board of Health and Southern Division American Red Cross 
The value of playgrounds for children. 



206 Manual for Georgia Teachers 

Reading matter for the community. 

Boys' and girls' dubs. 

How to use the extension department of the University. 

Relation of water supply to contagious disease. 

Things everyone should know in reference to local government. Coop 
■rrative marketing. 

Why farmers move to the city. 

Modern farm conveniences. 

How to improve production. 

References: Rapeer — "The Consolidated School." 

"Wider Use of the School Plant" — Charities Pub. Co. of New York. 

Curtis — "Play and Recreation for the Open Country" — Ginn Co. 

When the community is properly organized and the social center prob- 
lem is handled wisely the school will be brought close to the hearts of 
the people, the patrons pleased, the teachers made happy and a real 
pride on the part of all towards the school will be developed. 

The State Aided Schools. 

The purpose of the Barrett-Rogers Act is to encourage the develop- 
ment of high schools in counties, not now having four year high schools. 
The results have been most gratifying, as sixty-three counties have met 
the requirements and the state has today sixty-three high schools that 
have qualified under this Act. 

The following are the regulations in reference to their approval: 

1. The high school receiving state aid must be under public control 
and must have four high school grades above the seventh grade. 

2. There must be at least two teachers for the four grades. At least 
one of the teachers should possess a degree from a standard four year 
college. 

3. Applications for state aid must be made on official blanks, pre- 
pared by the State Department of Education. 

4. Accompanying the application there should be a sketch of the 
county showing the relation of the proposed state aided high school to 
the other schools of the county and the plan for the probable develop- 
ment of the high schools and the related elementary schools. 

5. The application must be approved by the State Department of 
Education after investigation of the school, and an official report made 
thereon. 

6. Preference will be given to those counties not now having four 
year high schools. 

7. In locating the school, preference will be given to location, acces- 
sibility, building, equipment, means of support, provisions for rural 
pupils, transportation, curriculum, efficiency of instruction, and general 
intellectual and moral tone of the school. 

8. The school must provide the necessary equipment, records and 
library required for the curriculum approved, and make such reports as 
may be required by the department. 



The High School 307 

High School Records. Grading, Etc 

All high school superintendents and principals are required to keep in 
permanent and durable form the record, class standing, etc., of each and 
every pupil in the high school. 

The State Board of Education has adopted a system of records which 
will reflect the whole history of the pupil while in school. 

Loose leaf files, from lOO to 200 record sheets, can be furnished to 
each school in the county authorized to do high school work. The indi- 
vidual record is filled out yearly and preserved in permanent form. 

The record files, indexes, and loose leaf sheets can be secured from the 
McGregor Publishing Company, Athens, Ga., the authorized distributors 
of the adopted h'gh school records for the state. Price $5.00. 

Grading. 

Grades are entered twice a year on the permanent record from the 
teacher's record. "A" represents very superior; "B" represents superior; 
"C," medium; "D," inferior but above a pass; "F," below a pass or con- 
conditioned failure; "FF," complete failure. 

HIGH SCHOOL SUPERVISORS. 

The state seeks to develop an efficient system of high schools. It seeks 
to do this through stimulation, supervision, state aid, and a plan of 
classification. 

Officers. 

The State High School Supervisor is the liaison officer between the 
state and the high schools. 

The Professor of Secondary Education is the liaison officer between the 
State University and the high schools. 

Functions of Officers Cooperative. 

The interests of the two converge in the development of an efficient 
system of high schools. 

Both seek tn keep the schools already accredited up to the standard, to 
still further improve them, and to bring others up to the physical re- 
quirements necessary, first for classification and then to the standards 
necessary — both qualitatively and quantatively^ — for accrediting. 

Special Duties. 

For the present, matters relating to accrediting should be referred to 
Dr. J. S. Stewart, Professor of Secondary Education. 

All matters relating to high schools in general, and especially those 
relating to classification, state aid, etc., should be referred to the State 
High School Supervisor, E. A. Pound. 

The State High Scho'ol Supervisor cooperates with the Professor of 



208 Manual for Georgia Teachers 

Secondary Education, the State Supervisors of Elementary Schools, with 
County Superintendents and teachers, and all to the end that there may 
be developed a unified system of high schools throughout the state. 

The Spirit of Their Work. 

The Supervisors come in a spirit of helpfulness — to confer with the 
high school authorities; to advise, to suggest, to encourage, to stimulate, 
and not to criticize except in a constructive way. They wish to be 
helpers, not hinderers; and they ask the cooperation of all in their efforts 
to aid high school authorities in the development of a strong high school 
system that will prepare pupils — some for college, and all for the social 
demands of life. 

Accredited Schools. 

The State University has built up a well-recognized system of accred- 
ited schools, accepted by all the affiliating colleges of the state for certifi- 
cation to college in lieu of examinations. It is hoped that all "A" class 
schools will secure a place on this list. 

Mr. Pound and Dr. Stewart will recommend class "A" schools for 
accrediting, when they meet the standards required. 

Colleges do not accept students on certificate, except from accredited 
schools. The requirements for accrediting differ somewhat from those 
for classification. The requirements for accredited schools are that 
there must be at least three teachers; three- fourths of their teachers 
must be graduates from standard colleges; there must not be over six 
recitations taught by each teacher daily; there must be satisfactory lab- 
oratories, libraries and equipment; the school must have a good record of 
success and have the right sort of intellectual and moral atmosphere; 
the buildings must be sanitary, and the maximuib number of pupils in a 
class must not exceed thirty. 



Vocational Agriculture 20! 



VOCATIONAL AGRICULTURE 



By Paul W. Chapman, Supervisor. 



The National Education Association has gone on record as being of 
the opinion that to train bo5's in some vocation should be one of the 
objectives of secondary education. In a great agricultural state like 
Georgia, which ranks fifth in the nation in rural population, agriculture 
will be the vocation selected by a large number of young men. Through 
the Smith-Hughes Act the Federal Government and the state cooperate 
with the local community in paying the salary of the teacher of agri- 
culture. 

Two, three, or four years' work in agriculture may be offered. 

Only those "pupils are eligible to enter these classes who expect to 
make farming their vocation. They may be either boys or girls, and 
must be over fourteen years of age. Each pupil taking this work must 
carry on some practical farm work at home. This work has come to 
be termed the "home project" and consists of such practical farm opera- 
tions as growing cotton, corn, and potatoes ; or raising poultry, cattle, or 
swine. This home work is carried on under the close supervision of the 
teacher who is employed for twelve months in the year. 

Teachers of vocational agriculture must be men with practical farm 
experience. They must be graduates of an approved State Agricultural 
College, and in addition must have had professional training in Agricul- 
tural Education. 

State and Federal Aid. 

One-half of the salary of the teacher of vocational agriculture is paid 
by the Federal Government. This money must be matched dollar for 
dollar, by state and local money, or by both. In addition to the one-half 
of the salary which is paid by the federal government, the state pays 
one-eighth beside other aid, and the local or county board three-eighths 
of the salary of the teacher of agriculture. In this way, if the teacher of 
agriculture were paid $2,000, the federal funds would pay one-half of it 
or $1,000; state funds one-eighth, or $250, and the remainder, three- 
eighths, or $750, would be paid by the local or county board. 

The teachers are employed by the local board just as any other high 
school teachers; they stand in the same relation to the local school 
authorities, and are paid at the end of each month by the treasurer of the 
local or county board, just as the other high school teachers. The State 
Board for Vocational Education, under whose direction the Smith- 
Hughes funds are handled, deals with school boards and not with teachers 



210 Manual for Georgia Teachers 

individually. , Reimbursement, for money paid to the teachers, is made to 
the local school treasurer four times a year. 

Part-Time Work in Agriculture. 

The text of the Smith-Hughes Act states that this work is intended for 
"those who have entered upon the business of farming and those who 
expect to enter upon it." In the regular high school classes are generally 
found only those who are expecting to enter upon the business of farming; 
but in every community can be found a large number of young men who 
have dropped out of school and become farmers in the community. To 
instruct these young men is just as fnuch a part of the vocational agri- 
cultural teacher's duty as the work with the regularly enrolled high 
school pupils. 

Part-time work will not be outlined in this manual, but can be 
arranged at any time that the community desires it. 

Making Provision For Vocational Agriculture on the School 

Program. 

The vocational agriculture work is taken care of on the program in 
just the same way as any science which is taught by the laboratory 
method. Two periods a day, five times a week, should be set aside on 
the program. It is desirable to add a third period whenever possible 
that may be used for conference and supervised study at the option of 
the teacher. 

The federal vocational education act requires that pupils taking the 
vocational work give fifty per cent of their time to it. The fifty per 
cent of the pupil's time devoted to vocational subjects includes a minimum 
of one two-hour period each day at school, and the home work required 
on the pupil's project. However, it is advisable to schedule the work so 
that the non-vocational subjects will come during one-half of the school 
day and the vocational subjects during the other half. 

Two agriculture classes, one in the morning and one in the afternoon, 
is considered a full-time program for a vocational teacher. The work 
may be alternated so that one teacher can give all four years' work. In 
starting the work either two sections of the first year's work may be 
given, when there are a sufficient number of pupils to warrant it; or the 
first and second year's work may be given. No class should be conducted 
with a greater enrollment than twenty. 

Four subjects are all that the average high school pupil can carry. 
For that reason any pupil taking a vocational course will be expected to 
carry not more than three non-vocational subjects. The following weekly 
schedule will be t3^pical for any regular pupil taking vocational agricul- 
ture, regardless of their advancement in school: 



Vocational Agriculture 



211 







Pupil's 


Schedule. 








ai/jnday 


Tuesday 


Wednesday 


Thursday 


Flriday 


9:00 
9:45 


English 










9:45 
10:30 


Mathematics 










10:30 
11:15 


Study 










11:15 
12:00 


History 










12:00 
12:45 


Lunch 










12:45 
1:30 


Supervised 
Study 










1:30 
2:15 


Vocational 
Agriculture 










2:15 
3:00 


Vocational 
Agiiculture 











(Same as Monday) 

Note — Any other non-vocational subjects may be substituted for the ones 
given. When the vocational work is scheduled in the morning for 
a given class the non-vocational work should come in the afternoon. 
The "Supervised Study" is intended to be a part of the vocational 
work and under the direction of the vocational teacher. 

Suggested Schedules. 

On account of irregular pupils and a shortage of teachers it may be 
impossible to arrange the program so that vocational work will be given 
one-half of the school day. This will be especially true in two, three 
and four teacher high schools. The following suggested schedules may 
be helpful in arranging the school program. They may be found in 
Bulletin No. 306, University of Georgia; "Secondary Education," by 
Dr. J. S. Stewart. 



A Suiff/ested Schedule For a Three-Teacher Four-Year High School— 

Sixteen Units. 

Periods. Teacher A. Teacher B. Teacher C. 

8:30- 8:40 Opening Exercises History 2 

1. 8:40- 9:20 History i Language 3-4 History 3 

2. 9:20-10:00 Mathematics i Language 2 (and 2 labs.) 

3. 10:00-10:40 Mathematics 4 Language i Consultation 

(3 to 4 days) 



212 



Manual for Georgia Teachers 



10:40-11 :2o 
II :20-ii:5o 



Noon Recess: 

6. 12:50- 1 :30 

7. 1 :30- 2:10 

8. 2:10- 2:50 

9. 2:50- 3:30 



Supervision English 3-4 

Physical Training Music and 
Assembly 
(30 minutes to 
Mathematics 3 
Mathematics 2 
Science 3-4 



Science 1-2 



2 lab. for 3-4 
(special work) 



I hour, as community may desire). 
English 2 English i 

Consultation History 4 

Home Economics Agriculture 

(1-2 or 3-4) (1-2 or 3-4) 

Laboratory Laboratory 



A Possible Schedule For a Two-Teacher Three-Year High School- 
Twelve Units. 





Periods. 




Teacher A. 




Teacher B. 




8:30- 8:40 




Opening Exercises 






I. 


8:40- 9:20 




Mathematics i 




Language 3 


2. 


9:20-10:00 




English 2 




Language i 


3. 


10:00-10:40 




Mathematics 3 




English I 


4- 


10:40-11 :20 




Science 2-1 




English 3 


5- 


II :20-ii :50 




(2 Laboratory periods for Science 1-2) 




Assembly. 




Physical Training 


(A 


vocational Activities) 




Noon Recess: 


(30 


minutes to 1 hour, 


as 


community may desire.) 


6. 


12:50- 1:30 




Mathematics 3 




Language 2 


7. 


1 :30-2:io 




History 2 




History i 


8. 


2:10- 2:50 




Science 3 




Vocational 1-2 
(Home Ec. & Agricul- 








2 Lab. for Science 


3 


ture Elective 3) 


9- 


2:50- 3:30 




(special work) 




Lab. Period for 1-2 




Figures indicate the grade. 




(field work) 



Schedule For Two-Year One-Teacher High School. 

8:30- 8:40 Opening 

8:40- 9:10 Mathematics i 2 Study 

9:10- 9:40 English 2 I Study 

9:40-10:20 English I 2 Study 

10:20-10:50 Language 2 i Study 

10:50-11:20 History 1-2 

11:20-11:50 Assembly. Physical Training. 

11:50-12:30 Noon Intermission. 

12:30- 1:00 Mathematics 2 i Study 

I :oo- 1 :30 Language i 2 Study 

1 :30- 2:30 Science 1-2 or Alternate Voc. Ag. & Ho. 

Ec. 1-2 

2:30 Dismissal Office Work 



Vocational Agriculture 213 

Eight units for each pupil in the two years of not less than 32 week? 
each. One election allowed. Note alternate by years in some studies. 

Suggested Course of Study in Vocational Agricultural Schools. 

First Year. 
NON-VOCATIONAL. 

English Periods per Week 

Grammar, Composition, Classics 5 

Mathematics 

Arithmetic, Algebra 5 

History 

Community History 5 

Science 

General Science, Physical Geography 7 

*Any three of the above may be selected. 

VOCATIONAL. 

Plant Life 

How Plants Grow (six weeks) 

Soils (twelve weeks) 10 

Farm Crops (eighteen weeks) 

Second Y'jar. 

*NON-VOCATIONAL. 
English 

Grammar, Composition, Classics 5 

Mathematics 

Algebra, Geometry 5 

Elective 5 

Science 

Biology, Physiology, First Aid 7 

*Any three of the above may be selected. 

V^OCATIONAL. 

Animal Life Meetings per Week 

Animal Life (six weeks) 

Meat Production (twelve weeks) lO 

Dairy, Poultry, Horses, Sheep (eighteen weeks) 



214 Manual for Georgia Teachers 

Third Year. 
*NON-VOCATIONAL. 

English 

Literature 5 

History 

European 5 

Elective 5 

Science 

Chemistry 7 

*Any three of the above may be selected. 

VOCATIONAL. 

Horticulture 

Fruit Growing (twelve weeks) 

Gardening (twelve weeks) lO 

Plant Propagation (twelve weeks) 

Fourth Year 

*NON-VOCATIONAL. 

English 

Literature 5 

History 

United States History, Civics 5 

Elective 5 

Science 

Physics 7 

*Any three of the above may be selected. 

VOCATIONAL. 

Farm Management Periods per Week 

Farm Management (eighteen weeks) 

Agricultural Engineering and lO 

Sanitation (eighteen weeks) 

Supervised Practice. 

In connection with all of the vocational courses outlined in the four 
year course a home project is required. This project will be selected 
from the phase of agricultural work that is being studied at school. The 
first year the pupil will be required to grow some farm crop, the second 
year to raise some live stock, the third to do some orchard or garden 
work, and the fourth to select some problems in connection with the man- 
agement of the home farm. 

Vocational courses are courses of activity. They imply "doing things" 



Vocational Agriculture 215 

as well as studying about things. For this reason much of the work must 
be done in the laboratory, the shop, and in the field. This explains the 
reason why more time is required for such courses on the school schedule 
than is necessary for non-vocational work. 

Equipment. 

About $150 worth of equipment will be required for the first year's 
work in vocational agriculture. In order to stimulate interest in equip- 
ping good laboratories, and to make it possible for vocational high schools 
to work effectively the State Board for Vocational Education has been 
reimbursing schools $75 each year for each $150 worth of equipment 
purchased. In this way most of the schools where the work has been 
in the curriculum for two or three years have a well equipped working 
laboratory. 

A separate room shall be set aside for the work. This should serve 
as a laboratory and recitation room combined. The room should be 
furnished with tables and chairs rather than desks. Good book 
cases, bulletin file cases, and lockers for the apparatus should be a part 
of the furnishings. In many schools these have been built by the mem- 
bers of the class. 

Below is given a suggested list of apparatus and equipment, including 
reference books for the library, for the first two years' work. This 
may be purchased from any school supply company. 
Minimum Equipment For Teaching Vocational Agriculture. 

Apparatus For First Year's Work. 
(Selected on basis of ten students.) 

12 Steel Case Knives 

1 Set Soil Sieves, "6" wood frames, 20-40-60-80-100 mesh.... $3.95 

12 Glass Funnels, 4-inch 5.40 

24 Student Lamp Chimneys 6.00 

2 Soil Thermometers 5.00 

6 Alcohol Lamps, 8-ounce 2.70 

12 Feet Rubber Tubing, ^-inch 1.20 

12 Evaporating Dishes, 3-inch, No. C 2.52 

I Mortar and Pestle, porcelain, 4-inch diameter 65 

I Waste Jar, 6 gallons 2.25 

I Pound Glass Tubing, J^-inch diameter 55 

6 Books Blue Litmus Paper 36 

6 Books Red Litmus Paper 36 

3 Ring Stands, No. 2 2.55 

3 Rings, 3-inch (for ring stand) 90 

3 Rings, 5-inch (for ring stand) 1.20 

12 Wire Gauzes, asbestos center, 5x5 1.80 

10 Tripod Lenses 10.00 

10 Pair Forceps 2.50 



316 Manual for Gecro'^v TEAOHBRi 

6 Thistle Tubes 60 

36 Test Tubes, ^x5-inch 78 

6 Test Tube Brushes. ^ 30 

15 Pyres Breakers 250 tc with lips 1.92 

2 Graduates, 10 cc, 90 

3 Graduates, 25 cc 1.50 

24 Pint (^) Tumblers 1.12 

5 Erlenmeyer Flasks, 200 cc Pyres glass 1.20 

I Thermometer, Chemical Centigrade Scale, iioG i.io 

36 Vials, H-ounce Aluminum Caps 2.70 

I Harvard Trip Balance 13-50 

1 Set of Weights, i to 500 grams 5.00 

10 Tripods, 5-inch diameter 3.50 

12 Triangles (clay covered), 23^-inch diameter 90 

12 Packages Filter Paper, 7.5 cm 2.04 

4 Crucibles, 37 cc capacity, porcelain. No. 2 1.44 

6 Cappillary Soil Tubes, 2x36 10.50 

2 Glass Tubes, ix6o-inch 2.00 

30 Rubber Stoppers, 2-hole, No. 2 87 

6 Crucible Tongs, 9-inch 1.32 

10 Test Tube Holders i.oo 

I Soil Auger (may be made) 25 

12 Trow^els 2.40 

I Pair Shears, 6-inch 1.50 

72 Vials, No 2, 1 1 cc capacity 1. 50 

3 Soil Scoops, 5x3-inch 60 

1 Rolling Pin 50 

2 Counter Brushes 1.30 

Reference Books For First Year's Work. 

Principles of Agronomy. — Harris & Stewart (text). The McMillan Co., 
Atlanta, Ga. 

Field Crops in Cotton Belt. — Morgan. The McMillan Co., Atlanta, Ga. 

Plant Life and Plant Uses. — Coulter. American Book Co., Atlanta, Ga. 

Southern Field Crops. — Duggar. The McMillan Company. 

Soils & Fertilizers. — Lyon (text). The McMillan Company. 

Productive Farm Crops. — Montgomery. Lippincott Company. 

Soils and Soil Fertility. — Whitson & Walster. Webb Publishing: Co., 
St. Paul, Minn. 

Practical Course in Botany. — Andrews. American Book Co., Atlanta, Ga. 

Plant Breeding. — Bailey. MacMillan Company, Atlanta, Ga. 

Fertilizers. — Vorhees (text). MacMillan Company, Atlanta, Ga. 

Injurious Insects and Useful Birds. — ^Washburn. Lippincott Company. 

Fertilizers & Crops. — ^Van Slyke. Orange Judd Company. 

The Botany of Crop Plants. — Robbins. P. Blackeston & Son. 

Apparatus For Second Year's Work. 

Prints of Photographs of breeds and types of horses, cattle, hogs 
sheep, and poultry. U. S. D. A. Bureau P. I. 



I 


HD 


2232 


100 


HD 




I 


HD 




lOO 




9866 


I 




5356 


6 




5358 


6 




5362 


3 




5363 


3 




5376 


2 




5378A 


3 




5368 


I 




5380 


2 




4712 


2 




4900 


2 




4913 


12 




4602 


12 




4947 
9867 
9930 
9932 
9938 
9938A 

5384 
5382 



Vocational Agriculture 217 

Syringe, with needles and adapters in case... $4.50 
Ideal Ear Buttons, numbered serially, and 

punch 3.25 

Ear Button Punch and Pliers 1.25 

Leg Bands for Poultry, numbered 75 

Babcock Milk Tester, iron cover, 8-bottle, 
with 8 milk bottles, pipette, acid meas- 
ure, and I pound acid I7'50 

Milk Test Bottles, 10 per cent 1.40 

Cream Test Bottles, 6-inch, 50 per cent 

Skim Milk Test Bottles, i-ioo per cent 1.80 

Acid Measure, 17.6 cc 45 

Lactometers, Quevennes, without thermome- 
ter (or 2 5377 Lactometers, $1.50) 2.00 

Pipette, 17.6 cc 60 

Dairy Thermometer, weighted to float i.oo 

Burettes, 50 cc 2.20 

Burette Clamps 80 

Pinch Cocks 50 

Wide Mouth Bottles, 6-ounce 1,10 

Corks for above bottles. No. 15 55 

Killing Knife, safe edge 60 

Pad Score Cards, beef cattle (50 sheets) 18 

Pad Score Cards, dairy cattle (50 sheets) 18 

Pad Score Cards, hogs, lard type (50 sheets) .18 
Pad Score Cards, hogs, bacon type (50 sheets) .18 

Box (50) Farrington's Tablets 30 

Box Corrosive Sublimate Tablets 30 



Total $42.79 

REFERENCE BOO'XS FOR SECOND YEAR'S WORK. 

Productive Horse Husbandry.— Gay. Lippincott Company, Philadelphia, 
Pa. 

Stock Judging for Beginners, and Circular No. 29. Perdue University, 
LaFayette, Ind. (Free) 

Productive Swine Husbandry. — Day. Lippincott Company. 

Beginnings in Animal Husbandry.— Plumb. Webb Publishing Co., St. 
Paul, Minn. 

Productive Feeding of Farm Animals.— Woll. Lippincott Company. 

Productive Poultry Husbandry.— Lewis. Lippincott Company. 

Our Domestic Birds. — Lewis. Ginn & Company. 

Poultry Laboratory Guide.— Lewis. MacMillan Company. Atlanta, Ga. 

Milk & Its Products. — ^Wing. MacMllIan Company, N. T. City. 

Farm Dairy.— N. B. Gurler. Breeder's Gazette, Chicago, HI. 

Productive Dairying— Washburn. Lippincott Company. 

Dairy Cattle & Milk Production.— Eckles, MacMillan Company, Atlanta, 
Ga. Dairy Laboratory Manual.— Anthony. (For Use In School Cream- 
eries). Lippincott Company. 

Common Diseases of Farm Animals.— Craig. Lippincott Company. 



218 • Manual for Georgia Teachers 

VOCATIONAL EDUCATION 

Division of Trades and Industries. 



J. F. Cannon — W. M. McLaurine. 



The Federal Government, realizing the need and demand for indus- 
trial training, through the Smith-Hughes bill appropriated certain sums 
of money for the advancement of the work in vocational education and 
also specified how it should be spent. Bulletin 17, Trade and Industrial 
Series No. i, issued by the Federal Board of Vocational Education, is a 
complete general outline and explanation of the organization and admin- 
istration of trade and industrial education. The Act provides for a 
state plan. This plan can be secured from the State Department of 
Education and it completely outlines the organization and administration 
in Georgia. It provides for six types of trade or industrial schools or 
classes, namely: 

1. All-day unit trade. 

2. All-day general industrial in cities (under 25,000). 

3. Part-time trade extension. 

4. Part-time trade preparatory. 

5. Part-time general continuation. 
6 Evening trade extension. 

All-Day Unit Trade Schools. 

A unit trade school or class established under the Federal Act is a 
public school or class established and maintained in any community for 
the purpose of fitting persons for useful employment in a particular trade 
or industrial pursuit through instruction of less than college grade, 

(a) designed to meet the needs of persons over 14 years of age; 

(b) giving not less than half of the time to practical work on a useful or 
productive basis; and (c) extending over not less than 9 months (36 
weeks) per year, and not less than 30 (clock) hours per week. 

When a group of young men over 14 years of age not yet employed 
attend an all-day school or class for the purpose of preparing for entrance 
into the plumbers' trade, and when the instruction given them, both shop 
and related class work, is based solely upon the plumbers* trade needs, 
this constitutes a unit trade school or class. 

Tn the same way, unit trade classes can be operated in carpentry, 
mathine shop practice, auto mechanics, textiles, and any other industrial 
ime. 



Vocational Education 21j^ 

The course of study will be such as to require at least 50 per cent of 
the time to be given to practical work on a useful and productive basis; 
30 to 35 per cent of the time will be devoted to subjects related to the 
trade, and the remaining 15 to 20 per cent will be given to non-vocational 
subjects. 

It would consume too much space to try to outline all the various 
courses that this type of school permits. Below we give two suggestive 
courses in machine shop practice and in carpentry. 

Machine Shop Type Course. 

(Two-Year Course) 

FIRST YEAR. Hours per week 

English and Civics, 15 per cent 4 

Related Subjects: * 

Shop Mathematics, Basic Operations, formulas etc 4 

Shop Drawing 4 

Shop Materials 3 

Machine Shop work on useful or productive basis 15 

Total " 30 

SECO'ND YEAR. Hours per week 

English and Civics . 4 

Related Subjects: 

Shop Organization, Hygiene 1 

Shop Mathematics, Speed Ratios, calculations 3 

Shop drawing, shop sketching and reading 4 

Applied physics 3 

Machine shop practice 15 

Total 30 

CARPENTRY COURSE. 
FIRST YEAR. Hours per week 

English and Civics, including spelling 4 

Related Work: 

Shop Mathematics, basic operations 3 

Shop Hygiene 1 

Shop Drafting 4 

Mechanics and Applied Physics 3 

Carpentry work, constructive carpentry, joinery 15 

Total 30 

SECO'ND YEAR. Hours per week 

English and Civics 4 

Shop Mathematics, basic operations and estimating costs 4 

Shop Drawing, Blue-Print Reading, Designing 4 

Mechanics and Applied Physics 3 

Carpentry Work, Building Construction, Cabinet Making, 

Machine Operations 15 

Total 30 



2^0 Manual for Georgia Teachers 

Note: These type courses may be modified, according to local conditions 
in accordance with regulations. 

General Industrial Schools or Classes. 

A general industrial school or class established under the Federal Act 
is a public school or class established and maintained in any city or 
town of less than 25,000 population for the purpose of fitting persons 
for useful employment in trade or industry through instruction of less 
than college grade, (a) designed to meet the needs of persons over 14 
years of age, and (b) giving not less than half the time to practical work 
on a useful or productive basis. The general industrial school is 
designed to meet the particular needs of cities or towns of less than 
25,000 population. 

If the group of boys preparing in our unit trade school had been a 
very small group living in a town of less than 25,000 inhabitants, it 
would perhaps have been impossible to provide them with a special shop 
and a special teacher for instruction in plumbing only. 

In this case boys from other building trade groups, such as, for 
example, carpentry, brick laying, and plastering, might have been added 
to our original class, so as to form a class in the building trades rather 
than in any one (unit) trade. 

Such a class would receive shop instruction as nearly like that of a 
unit trade school as possible under the conditions, and would receive 
instruction in related work underlying the building trades and a group — 
in, for instance, mathematics, estimating, structural and elementary 
architectural drawing, and building ordinances and. regulations. This 
would be a general industrial school or class. 

The course of study will be designed to give knowledge and skill in the 
common elements of the several trades in the given trade group, together 
with such studies as will produce a well rounded course of study. The 
hours of instruction will not be less than 25 hours of 60 minutes each per 
week, and the Board will encourage the adoption of 30 hours of 60 
minutes each per week. 

Suggestive Type Course For General Industrial School. 

FIRST TEAR. Hours per week 

A Composite Trade: 

Wheelwrighting 

Blacksmithing ' 1214 

General Repairing I 

Wood and Metal ' 

Arithmetic and Science related to the trade 7^^ 

English and Civics 5 

Total 25 



Vocational Eduoation 221 

SECOND TEAR. Hours per week 

A Composite Trade: •> 

Wheelwrighting | 

Blacksmithing ' 12% 

General Repairing [ 

Wood and Metal ) 

Siiop Mathematics and Drafting T'A 

History and Englisli ° 

Total 25 

Part-Time Trade Extension School or Classes. 

A trade extension part-time school or class established under the 
Federal Act is a public school or class established and maintained in any 
community for the purpose of giving instruction of less than college 
grade to persons over 14 years of age who have entered upon the work 
of a trade or industrial pursuit, which instruction shall further fit per- 
sons taking it for useful employment in THE TRADE OR INDUS- 
TRIAL PURSUIT IN WHICH THEY ARE EMPLOYED. The 
instruction in a trade extension part-time school or class must (a) meet 
the needs of persons over 14 years of age; and (b) must be given for not 
less than 144 hours per year. 

Thus, the plumber's apprentice before mentioned might be given the 
identical instruction set forth for the evening class and such instruction 
constitute part-time work, but only in case it is given between the hours 
of 8 a. m. and 5 p. m., which are assumed to be the limit of the plumber's 
working day. Instruction not supplementary to the plumber's trade, 
such as mstruction in English or industrial history, could not be given in 
this class. Such subjects would be permitted only in the general continu- 
ation school. 

The Board will make an individual study of each proposed class and 
endeavor to adapt the same to the individual needs of the pupils in 
teaching the kinds of work in which they are engaged after conference 
with the local advisory committee and the employers. 

Part-Time Trade Extension Course, 
machinists. 

Time Allotment: 

Shop Arithmetic, V2 hour. 
Shop Drafting, li^ hours. 
Shop Demonstrations, 2 hours. 



222 



Manual for Georgia Teachers 



g. Bench. 

1. Vise work. 

2. Hand reaming. 

3. Tapping. 

4. Ciiipping, filing, etc. 
Shop Tallcs. 

Steel. 
Cast Iron. 
Shop Organization. 

Modern manufacturing methoda 
Specialization of workmen. 
Specialization of machine tools. 
Routing of work through shop. 
Interchangeable manufacture. 
Costs. 
Shop Arithmetic. 

Basic Operations. 
Formulas. 
Speed Ratios. 

Simple calculations of machine 
operations. 
Mechanical Drawing. 

Work from plates to develop 
knowledge of 
Projection. 
Conventions. 

Correct dimensions, etc. 
Shop Sketching. 

Free hand sketches of machine 
parts. 
Shop drawings from sketch. 



a. Lathe. 

1. Study of the machine. 

2. Straight turning. 

3. Taper turning. 

4. Chucking and boring. 

5. Face plate work. 

6. Back rest. 

7. Thread cutting. 

b. Speed Lathe. 

1. Filing and punching. 

2. Drilling on centers. 

c. Milling Machine. 

1. Study of machine. 

2. Straight milling. 

3. Spiral head and indexing. 

4. Universal miller. 

5. Drilling and boring. 

d. Shaper. 

1. Study of machine. 

2. Straight planing. 

3. Angular planing. 

4. Key way planning. 

5. Under cutting. 

e. Drill Press. 

1. Study of machine. 

2. Drilling. 

3. Machine reaming. 

4. Tapping. 

f. Universal Grinder. 

1. Study of machine. 

2. Machine in general. 

3. Cutter grinding. 

4. Simple cylindrical work. 

5. Surface grinding. 

6. Internal grinding. 

Part-Time Trade Preparatory Schools or Classes. 

A trade preparatory part-time school or class established under the 
Federal Act is a public school or class established and maintained in any 
community for the purpose of giving instruction of less than college 
grade to persons over 14 years of age who have entered upon employ- 
ment, WHICH INSTRUCTION SHALL BE DESIGNED TO FIT 
THESE PERSONS FOR USEFUL EMPLOYMENT IN A 
TRADE OR INDUSTRIAL PURSUIT OTHER THAN THE 
ONE IN WHICH THEY ARE EMPLOYED. The instruction in 
a trade-preparatory part-time school or class must (a) meet the needs 
of persons over 14 years of age; and (b) must be given for not less 
than 144 hours per year. 

The work already mentioned in two examples of plumber's part-time 
instruction might, if elementary enough, be given between 8 a. m. and 
5 p. m. to a group of pupils employed as messengers, clerks, soda-foun- 
tain men, drivers, and in other occupations, excepting plumbing, the 
instruction being devised to prepare for entrance into the plumbing trade. 



Vocational Education 223 

Such a class would be a part-time trade preparatory cla§s. Its work 
would seldom, if ever, coincide with that of the trade extension class, 
and the success of such instruction, except as an entering wedge to be 
followed later by part-time trade extension work, is generally doubtful. 
Instruction will be designed to meet the needs of persons who have 
entered upon employment and who have only a limited time for prepara- 
tion for a specific trade. It will include shop practices of commercial 
quality and quantity and also related subjects as drawing, science, etc. 
Actual trade or industrial productive work will be emphasized and will 
be largely individual in character. 

Part-Time Trade Preparatory Type Course. 

FIRST tear. second YEAR. 
English. English. 

Shop Mathematics. Mathematics. 

Accounting. Physics 

Drafting. Mechanical Drawing. 

Shop Work. Co-operative shop work with man- 

ufacturing plants. 

This may be extended to three or four years. 

Part-Time General Continuation Schools or Classes. 

A general continuation part-time school or class established under the 
Federal Act is a public school or class established and maintained in 
any community for the purpose of giving instruction of less than college 
grade to persons over 14 who have entered upon employment, WHICH 
INSTRUCTION SHALL BE GIVEN IN SUBJECTS TO EN- 
LARGE THE CIVIC OR VOCATIONAL INTELLIGENCE OF 
YOUNG WORKERS. The instruction in a general continuation 
part-time school or class must (a) be designed to meet the needs of 
persons over 14 and less than 18 years of age; (b) be given for not less 
than 144 hours per year. 

The group of plumbers in our trade extension class, and the mixed 
group from various occupations in our example of trade preparatory 
work might, if they were all over 14 years of age, be grouped together 
in classes where instruction would be given in such subjects as English, 
Civics, History of industries, arithmetic, trade mathematics, or any com- 
mercial branch or elementary school subject. Such a class would be a 
general continuation part-time class if it met between 8 a. m. and 5 p. m. 
where these hours constitute the working day. 

To similar classes might come young women from stores or factories 
to study home economics subjects, commercial subjects, industrial sub- 
jects not trade extension or preparatory, and general educational courses. 

The course of study may include any subject given to enlarge the civic 
or vocational intelligence of the workers who have entered upon employ- 
ment. In general, courses of study will include such grammar school 
subjects as reading, writing, spelling, history, and arithmetic, or such 



324 Manual for Georgia Teachers 

high school subjects as English, elementary science, mathematics, eco. 
nomics, mechanical drawing, geography, civics, etc. 

Evening Trade Extension Schools or Classes. 

An evening industrial school or class established under the Federal 
Act is a public school or class established and maintained in any com- 
munity for the purpose of giving instruction of less than college grade 
in a particular trade, supplemental to the day employment, to persons 
over i6 years of age w^ho have entered upon employment in that trade or 
industrial pursuit. 

For example, an evening industrial school for plumbers' helpers would 
be established to give these boys instruction in blue-print reading for 
plumbers; in State and local rules and regulations for plumbing installa- 
tion; in costs and estimating; and in other allied subjects, all related to 
the plumbing trade. The instruction would be of less than college 
grade and given outside the hours of 8 a. m. to 5 p. m., if these hours 
constituted the regular working day for plumbers in that community. 

As far as possible instruction will be from any short courses covering 
some one phase of an industrial pursuit, as for example: 

Courses in Textiles divide themselves into about tvy^enty units, three 
of which are suggested here. 

No. I, Opening and Picking Process 10 Lessons 

No. 2, Carding 10 " 

No. 3, Combing 10 " 

Machine Shop Practice courses divide themselves into about fourteen 
units, three of which are suggested here: 

Unit I Shop Work on the Engine Lathe 20 Lessons 

Unit 7 Machine Shop Drawing 50 " 

Unit II Mechanics and Transmission Machinery 5 " 
Auto Mechanics can be divided into twelve or fifteen units; general 
electric work, carpentry, plumbing, heating, and practically all branches 
of industry can be divided into unit courses as have been indicated above. 

General Statement of Methods. 

The methods that should be used will be suggested by the term 
"Vocational Education." All of this work outlined in the foregoing 
courses is specific in nature and has a direct bearing upon the earning 
capacity of each individual in the class. Methods should be employed 
that are as near shop conditions as possible. The. exercises that are 
worked out should be problems that will be met with in productive life. 
The theory that enters into each instructional course should be adapted 
to the experience of the learner. Allen's three tests of knowledge should 
be the infallible guide as a test for the efficiency in instruction, namely: 
first, the learner should thoroughly understand the operation; second, 
he should be able to do it in the quickest possible time; third, he should 
be able to do it with the least possible physical effort. 



Vocational Education 225 

The instructor must ever keep in mind the three methods of learning, 
which are: trial and error, imitation, and free ideas or reasoning. Most 
shop instruction is derived from the first two methods. It is the third 
method, however, which is most effective and most lasting, therefore 
most diligently to be striven for. 

Teacher Training. 

The State Plan further provides for Teacher Training in Trades and 
Industries, which training has been localized at the Georgia School of 
Technology for white teachers and at the Georgia State Industrial Col- 
lege for colored teachers and shall be cared for through the departments 
of industrial education of these two institutions. The function of these 
departments is to train future teachers of trade, industrial, and related 
subjects, and to further the training of teachers now in service. 

In making the outline of the courses above, due credit should be 
given to Bulletin 17, Trade and Industrial Education Series, and Georgia 
State Plan for Vocational Education. The courses outlined are intended 
as a matter of information, rather than as a matter of definite guidance. 
If in any community there exists a condition which seems suitable for the 
organization of any of these types of schools, the State Supervisor of 
Trades and Industrial Education should be notified and he will advise 
with the proper authority as to the feasibility of (Vijanizing such a 
class or school. 



226 Manual for Georgia Teachers 



VOCATIONAL HOME ECONOMICS FOR 
HIGH SCHOOLS 



Miss Epsie Campbell. 



The Home Making Course for High Schools as outlined by the 
Vocational Board aims to offer such a course as will train a girl to 
become a more efficient home-maker. This vocation is a complex one 
and includes many tasks and duties. Some of these duties are, the selection 
and purchase of foods; the planning and preparation of meals; purchase, 
care and repair of clothes; the care of the sick; care and training of 
children; planning and furnishing the home; the management of the 
home; the planning for and spending the income; the establishment of 
right ideals of life. It is highly important that the young home-makers 
of the future have some training for these "undifferentiated jobs" during 
her years of general academic training. 

TYPES. — There are three general types of Home-Making Classes: 

(1) All-Day Classes. These are established in the day schools for 
girls over 14 years who can give half the school day to Home Economics 
or Home Economics and related subjects. In towns or communities 
under 25,000 population this must cover 150 minutes per day. In cities 
of over 25,000 — 180 minutes per day must be given — a part of which 
should the teacher's time permit, may be supervised home work in the 
natural practice laboratory. These projects must relate to the work of 
the year. 

(2) The Part-Time Classes are for girls and women over 14 years 
who have entered employment as wage earners or home makers and 
can give at least 144 hours during the fiscal year to the study of home- 
making or home-making and subjects to increase civic intelligence. 

(3) The Evening Classes are for girls and women out of school over 
16 years of age who desire further training but for a briefer length of 
time than the part-time classes. 

According to the Smith-Hughes Act of February, 1917, girls in High 
School who choose the Vocational Home Economics course and devote 
half the day to Vocational subjects or to Vocational and Related sub- 
jects may select from these groups; 

A. VOCATIONAL SUBJECTS — 

Home Nursing and Child Care. Textiles and Clothing. 

Home Management, etc. Foods and Cookery. 



Vocational Home Economics 227 

b. related subjects — 

Chemistry. Physiology. 

Science. Drawing and Design. 

Physics. Industrial History. 
Hj?giene. 

The remaining half day may be given to subjects selected from this group: 

C. NON-VOCATIONAL SUBJECTS. 

Eliglish. Mathematics. 

History. Music. 

Language. Civics — Physical Training, etc. 



328 



Manual for Georgia Teachers 



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230 Manual for Georgia Teachers 

• 

Note: There may be many modifications or variations — for ex- 
ample, if physiology, hygiene and sanitation have been taught in the 
grades, General Science, Household Chemistry, and Physiology may be 
substituted. Many variations can be made in the Food and Clothing 
courses if these subjects have been taught in the grades. If Drawing 
and Design is not taught as a separate course it should be taught in 
connection M^ith other subjects. Whenever the interest and conditions 
permit a more comprehensive course of three or four years may be 
introduced. 

It is possible to reach the greater number of pupils in the eighth and 
ninth grades, and here it is also possible to help girls find themselves 
and develop interest of the right sort in home-making. 

The following outlines are intended to be used in the All-Day, Part- 
time or Evening Classes. They may be planned so as to be used (i) in 
their entirety; (2) certain units or parts of units may be selected as 
circumstances require; (3) or a modification of these courses may be 
arranged giving a survey of all phases of the work and this may be used 
in day schools not having the Smith-Hughes plan. 

I. CLOTHING: 

1. Elementary sewing, hand and machine processes on (a) garments 
for children (b) underwear (c) blouses, dresses, etc. 

2. Choice of materials for clothing — home made or ready-to-wear. 

3. Study of textiles, the kinds, prices, widths, uses, substitutes, and 
adulterations, — suitability of clothing to wearer, to occasion, and 
to income. 

4. Care and laundering of various textile materials. 

5. Hygiene of clothing. 

6. Care, repair, remodeling and renovation of clothing, hats, shoes, etc. 

7. Clothing design in relation to color, line, style and appropriateness 
for use. 

8. Construction and use of patterns. 

9. The principles underlying the making of different types of garments. 

10. Dressmaking and designing. 

11. Millinery. 

12. Suitable accessories as corsets, shoes, hose, hats, gloves, collars 
and cuffs — influence of clothing on character of the individuals. 

II. FOODS: 

1. Elementary food study and preparation of dishes from fruits, vege- 
tables, meats and substitutes, beverages, breads, etc. 

2. Choice of food in reference to the needs of the body considering 
nutritive value, cost, etc. 

3. Marketing, selection and care of foods. 

4. Menu preparing emphasizing the needs of different individuals, and, 
also, considering combinations in reference to taste, color, texture, 
shape, etc. 

5. Preparation and serving of diflerent meals. 

6. Preservation and conservation of foods by various methods. 

7. Elementary dietetics. 

8. Elementary food chemistry. 

9. Food selection and preparation for (a) infants, (b) children, (c) 
invalids. 

10. School lunches. 



Vocational Home Economics 331 

III. HOME PLANNING AND FURNISHING. 

1. Aims and ideals in Home Building. 

2. Selection of a home. 

3. Relation of house to site — landscape gardening. 

4. Planning the house — interior and exterior. 

5. Heating, lighting, ventilation. 

6. Decoration and furnishing of the home. 

7. Art as applied to furniture, furnishing, etc., in reference to line 
balance, rhythm, and harmony. 

8. Color in the home. 

9. Furnishings for different rooms. 
10. Selection of — 

(a) Furniture. 

(b) Rugs. 

(c) Draperies. 

(d) Linens and all textiles used in the home. 

(e) Pictures, ornaments, bric-a-brac. 

(f) Wall covering, etc. 

IV. HOME MANAGEMENT: 

1. Budgeting — 

(a) Study of wise spending of income. 

(1) Rent. 

(2) Food. 

(3) Operating expenses. 

(4) Higher life. 

(b) Personal budgeting. 

2. House Wifery. 

(a) Marketing. 

(b) System in household work, in meal preparation, and in ser- 

vice for the family. 

(c) Care and cleaning of floors, walls, windows, closets, silver, 

metals, etc. 

(d) Care of linen, beds, and bed-making. 

(e) Care of furniture. 

(f) Daily and general care of home. 

(g) Household pests. 
(h) Laundering. 

(i) Labor saving kitchen and tools. 

V. HYGIENE AND SANITATION. 

1. Personal Hygiene. 

(a) Food. 

(b) Clothing. 

(c) Rest. 

(d) Exercise. 

(e) Care of the body. 

2. Household Sanitation, 
'(a) Water supply. 

(b) Sewerage disposal. 

(c) Plumbing. 

(d) Sanitary living in reference to house-cleaning and surround- 
ings. 

3. Community Health and Sanitation. 

(a) Laws regarding carrying out of sanitary measures. 

(b) Quarantines. 

(c) Water supply. 



332 Manual for Georgia Teachers 

(d) Vital statistics. 

(e) Sanitary school buildings. 

(f) Clean playgrounds. 

(g) Medical inspector for schools. 

(h) Educated public in reference to preventable diseases. 

VI. HOME NURSING AND CHILD CARE. 

1, Home Nursing. 

(a) First aid helps and uses of simple devices. 

(b) Location, care and equipment of sick room. 

(c) Responsibility of the home nurse as to appearance, manner, 
clothing and self protection. 

(d) General care of the patient: 

(1) Observations of symptoms, records, etc. 

(2) Communicable diseases. 

(3) Convalescent patients. 

2. Child Care. 

(a) General care and health of the baby. 

(b) Clothing for the baby. 

(c) Food for the baby. 

(d) Child study: 

(1) In early years. 

(2) Adolescence. 

The follovi^ing bibliography is not intended to be an exhaustive one but 
these books are suitable for the use of high school students and a repre- 
sentative number should be found in every High School doing Vocational 
Home Economics work. 

The books marked vi^ith a star may be used as texts with supple- 
mentary lessons from other sources. 

CLOTHING. 

"Clothing for "Women." — Baldt. — Lippincott & Co $2.00 

•"Textiles."— McGowan & Waite.— McMillan & Co 1.10 

."Principles of Correct Dress." by Winterburn. — Harper 1.00 

'"Household Arts for Home and School," by Cooley & Spohr. — 

Vol. I.— McMillan 1.00 

"Clothing for the Family." — Bulletin 23. — Federal Board for Vo- 
cational Education. — Supt of Documents. — Washington, D. C .20 

"Costume Design & House Planning." — Izor. — Atkinson & Ment- 

zer Co. .90 

FOODS. 

"Food Study."— "Wellman.— Little Browne & Co _ $1.10 

"Table Service." — Allen. — Little Browne & Co 1.25 

"Uses and Preparation of Food." — Federal Board for Vocational 
Education. — Bulletin No. 35. — Supt of Documents, Washing- 
ton, D. C. .20 

♦"Domestic Science — Principles and Application." — Bailey. — Webb 

Publishing Co. 1.10 

"Dietetics for High Schools."— Willard & Gillette.— McMillan & Co 1.10 

HOME PLANNING AND FURNISHING. 

"Domestic Architecture." — L, E. Robinson. — McMillan Co $1.50 

"Honest House."— Goodnow.— The Century Co., N. T 3.00 



Vocational Home Economics 333 

*"Interior Decoration." — Amy Rolfe. — McMillan Co -^ 1.25 

*"A Course in Home Planning and Furnishing." — Calkins. — Scott- 

Poremans & Co., Chicago. .60 

"Planning and Furnishing the Home."— Quinn. — Harper's 1.00 

"Furnishing the Home of Good Taste." — by Throop-McBride. — 

Nast & Co.— N. Y 2.00 

Magazines: "House and Garden," " House Beautiful." 

HOME MANA.GEMENT. 

"New Housekeeping." — Frederick. — Doubleday-Page & Co., Garden 

City, N. T. $1.00 

"Housewifery." — Balderson. — Lippincott & Co.,, Philadelphia 2.00 

"Business of the Household." — Faber. — Lippincott & Co., Philadelphia 2.00 

"The Efficient Kitchen."— Child.— McBride-Nast && Co., N. T 1.25 

"Marketing & Household Work Manual." — Donham. — Little-Browne 1.50 

"Laundering." — Balderson. — L. R. Balderson. — Philadelphia 1.25 

♦"Personal Hygiene & Home Nursing." — Lippitt .60 

"Bacteria — Yeast — Mold." — Conn. — Ginn & Co. — Boston , l.CO 

♦"Elements of Hygiene and Sanitation." — Hough & Sedgwick. — 

Ginn & Co. — Boston l.EO 

"Healthful Living." — Williams , 

"Personal Hygiene." — Pyle. — W. B. Saunders. — Philadelphia 1.7i) 

HOME NURSING AND CHILD CARE. 

♦"Home Nurses Handbook." — Aikens. — W. B. Saunders Co. (Revised). ._ft .')0 

"Feeding the Familj'." — Rose. — McMillan Co . ^ tO, 

Department of Labor. — Children's Bureau Bulletins. — Washington, 

D. C. 

"Home Nursing." — Harrison. — McMillan Co. ?5 

"Elementary Hygiene & Home Care of the Sick." — ^Delons & Mc- 

Isaac. — American Red Cross ^ — 

"Prevention of Disease & Care of the Sick." — Stimpson. — Free. — 

U. S. Public Health Service,— Washington, D. C 



■3311 '• I 'UKJHwloU. SOR Geoeoia Teachers 

GENERAL HOME ECONOMICS FOR 
I^HIGH SCHOOL 

|[Not Vocational.) 



'SSIRS/^essie Stanley Wood. 



For the High School giving training in Home Economics subjects for 
purposes of general education, and as a basis for College courses later 
on, the work should be a modification of the foregoing plan for Voca- 
tional Home Economics. The subject matter for students of High 
School age is the same, the only difference being in the intensiveness of 
the program of work. 

In the four year High School, the courses in Home Economics will 
be distributed throughout the whole High School period, and while the 
subjects of cooking and sewing can be placed in alternating years, it is 
best that the girl have some of each, together with some related sub- 
jects each year. 

There should be for each student at least two 80 or 90 minute periods 
a week in Home Economics, with an additional hour of school lunch 
work, or practice in some of the housekeeping duties necessary in the 
management of the department. 

The course should embrace the following: 
Elementary Cookery. 
Home Table-service. 
Elementary garment making. 
Selection and care of clothing. 
Elementary Science. 

Home Management (This to relate especially to the furnishing 

and caring for the girls'own room, and to interest her in 

helping with the problems of her home). 

The time of the student should be divided among the Home Economics 

subjects so as to give good ideas of both food and clothing and should 

include such aspects of these subjects as can function immediately in the 

life of the child. 

Cook such things as will be immediately useful. Put cookery on the 
basis of the simplest combination of food materials to make an adequate 
dietary. Young students need practice for visualizing. Menu-making 
is a good starting point — food as they know it, toward food as it ought 
to be. 
, The food question is the big question in Home Economics. It is a 



GrENEKAL HOME ECONOMICS 235 

greater financial problem than clothing and shelter. What goes inside 
the body is more important than what is put on the outside. Keeping 
accounts, the cost of labor — service — all come in, but these are preceded 
by cookery. 

Elementary cookery belongs in the High School, and a person in 
College should not try to put higher things on a foundation lacking in 
this respect, but there should be a well defined line where High School 
work stops and College work begins. 

Don't try to put all you know into an elementary course. Don't 
make the course too scientific. Don't make formal application to 
calories nor to food classification till you have put it on the economic 
basis of home-making. The further you go along the farther you get 
from home-making. Seventh and eighth grade girls are the ones that 
think most about home-making. When we formalize we may make it 
not worth while. 

Teach food preparation for health and efficiency — the best kind of 
nutrition. 

Teach personal cleanliness in relation to food. 

The food problem will largely determine the economic future of 
America. Make cooking teach citizenship. What shall boys and girls 
know about food before they come to vote? The most desirable trait 
of citizenship is to do one's duty unflinchingly when called upon. 
"Esprit de Corps" is necessary. We want to develop the right com- 
munity spirit. Education must do it. 

Education in foods, means right legislation on foods. 

A better adjustment of school to life is what we need — a change in 
standards. Education is seeking to ally itself with the home — bringing 
together the child, the parent, the teacher, the expert in health — pre- 
paring for civic and econon>ic duties and for domestic responsibilities. 

We must feel it a dignified thing to study Home Economics for the 
purpose of home-making. "My own right hand my cup bearer shall be." 



236 Manual for Georgia Teachers 



THE HISTORY AND PRINCIPLES OF 
EDUCATION 



T. J. WooFTER, Ph.D. 



I. Introduction. 

(I) The history of education is a part of the history of the world into 
which it is woven throughout. To follow it to advantage from earliest 
times to the present, a student should first become acquainted with gen- 
eral world history. As a study for the sake of culture, the history of 
education is one of the richest fields of history. 

Many of the readers of this Manual may not have had courses in 
general history. These readers should study mainly the modern period. 
For all teachers a study of the modern period is of most importance. 

This is but an outline syllabus, and it should have a text of the history 
of education to go along with it. There are several elementary texts, 
some of which are the following: 

The History of Education, Duggan. D. Appleton & Co. 

A Student's History of Education, Graves. Macmillan Co. 

A History of Modern Elementary Education, Parker. Ginn & Co. 

A very full and more advanced text, and a most excellent one is, The 
History of Education, Cubberley. Houghton Mifflin Co., 1920. 

(H) SoTne Values to be Derived from a study of the history of 
education. 

1. Broader vision. 

2. Better understanding of present theories and practices. 

3. Contrast with the past may stimulate originality and invention 

towards better modern schools. 

4. Removal of complacency which holds that education, schools, equip- 

ment, methods, etc., are good enough as they are, or that the 
old time practices are the right models. 

5. Realization that conditions are continually changing and that educa- 

tion must change to prepare for a changed order. 
Add others to this list, especially after having studied the text. 

n. Primitive and Oriental. 

(I) Primitive people lived in small groups such as tribes, clans, and 
the like. These had no books, but they had education both practical 
and theoretical. 



History and Principles of Education 237 

The practical was limited to the necessities of living, and was learned 
through imitation in helping the older people. 

The theoretical was to impart the secrets, the beliefs, etc., of the 
tribe, and was given through imitations. 

(II) The Oriental peoples include such as the ancient nations of 
China, Egypt, India, Israel, Persia, Assyria and Babylonia. 

In Egypt and India the people were in castes. How did that affect 
education with them? 

In China there was worship of ancestors, and nearly all learning of 
value was thought to be in the ethico-religious writings of Confucius. 
How must this influence the kind of education they would give? 

(III) Some characteristics of Oriental education: Based on tradi- 
tion and authority; memory methods; servile imitation; the best for a 
few people only; non progressive. 

A 77iodern view is that education should adapt to needs- 
Did primitive and oriental attefnpt this? 

Can you cite anything in our education that does not s»rve to adapt to 
our needs f 

Hoiv did it get into our education? Why keep it? 
In what respect were the Jews superior Orientals? 

III. Greece and Rome. 

(I) Spartan Greek. Only about one tenth of the group were real 
Spartans. These had conquered the other nine tenths, holding them in 
unwilling subjection. 

Spartan education was physical, military, moral, not literary. Why 
should it have been so? What prompted a law compelling them to eat 
at public tables? Did they realize their ideals? Were their aims high 
ones? What in them would you complimentf 

(II) Athenian Greek. We are highly indebted to the Greeks for 
models in art, literature, philosophy, a scientific spirit of inquiry, and for 
other influences in modern civilization. But our indebtedness here is to 
the Athenians who produced the wonderful culture and the great intel- 
lectuals of the ancient wold. 

At first the individual was educated wholly for service to the state. 
Later there was great stress for individual freedom and personality. 
The problem of a proper balance of these two, freedom of the individual 
and the good of the social group, arose with these Athenians and has 
not yet been solved fully. 

Early Schools: The palaestra, for physical education, and the didas- 
caleum for music and literature, were elementary schools, both attended 
daily under escort of a faithful old slave, the pedagogus. The gymna- 
sium was a high school for physical, moral, and general education. Two 
years of military education followed. 

What was studied in these schools? 

On ivhat was greatest emphasis placed? 

They accomplished wonderful results. 



238 Manual for Georgia Teachers 

Later Athens became a great commercial metropolis, and new types 
of schools developed for the new order. 

Later Schools: The schools of the Sophists to prepare for new citi- 
zenship; The Academy of Plato to teach philosophy; The Lyceum of 
Aristotle to teach philosophy, science, and rhetoric; The University of 
Athens, a combination of these schools. 

Great men to be studied are Socrates, Plato, an Aristotle. 

What new was the contribution of Socrates? 

What the nature and steps of Socratic method? 

Plato's Republic was the first book with a treatise on education. 
What did it recommend? 

Aristotle has been styled "the greatest mind of all antiquity." Whai 
did he accomplish to merit this distinction? 

Greek civilization namedj and its culture passed over into the Roman. 

(Ill) Roman Education. Much of Roman culture and education 
was borrowed from the Greeks, and we get no very original suggestions 
from them. The Romans were exceedingly practical and their contri- 
bution has been in law and political organizations. Oratory was stressed 
in their education. They produced some literary classics yet studied. 
Great names are Homer, Caesar, Cicero, Quintitian, Seneca, Pliny, 
Plutarch. 

Give a summary of points to be commended in Grecian education? 

Wherein were their education and their civilization weak? 

What was the great contribution of the Romans to the world? 

IV. THE MIDDLE AGES. 

(I) Roman civilization became decadent. 

Great swarms of Huns and other barbarians from northern Europe 
captured Rome and overran western Europe. 

Christianity came in as a new factor. The barbarians became ready 
converts Christianity gradually grew to dominate the thought and life 
of Europe. 

There was a period of great disorder following the downfall of the 
Roman civilization. Christianity organized about monasteries as cen- 
ters. The secular society of Europe organized about great castles of 
the Feudal System and Chivalry. 

(II) Schools at first were in the monasteries, but their program was 
meager; Reading, writing, and very little arithmetic and astronomy 
were taught along with church music and the catechism. Later, the 
Seven Liberal Arts made up the curriculum, but these were most barren. 
Only a few monasteries were liberal. 

(III) The barbarians were not ready for much learning. The 
church put ancient learning under ban since it was so completely inter- 
woven with pagan philosophy, and there was little else to study. This 
was the period know as the Dark Ages. 



HiSTOKY AND PlUNCIPLES OF EDUCATION 239 

Review in history concerning the following, especially what each con- 
tributed to the bringing of learning back and a revival of intellectual 
activity : 

The Monasteries. 

Charlemagne. 

Chivalry. , 

The Crusades. 

Rise of Universities. 

Great Inventions {Mariner's Compass, printing, and gunpowder). 

Discovery of America. 

Return of Commerce. 

V. The Revival of Learning. 

(I) By the latter part of the fifteenth centur}^ A. D., so many people 
had become intellectually active under the stimulus of the foregoing 
factors, that there arose a rebellion against authority and dogma? which 
had held human reason in slavery. Old classic manuscripts of Greek 
and Latin literature were hunted up and widely read. People became 
fascinated by these classics, and these became the chief studies in the 
schools and universities. There was a revival of reason in secular 
affairs and in religion. This has been called. The Renaissance, or, The 
Revival of Learning, and we are still living under its influence. 

(II) This revival gave the schools something new to teach. The 
church services and writings had been mostly in Latin. The learning 
thus revived was in Latin and Greek, and in this way the study of Latin 
and of Greek began to be considered the summum bonum in education. 

(III) This revival of reason and individuality took a theological 
turn in northern Europe, resulting in the Protestant Reformation led 
by Martin Luther. Luther held that every man is responsible directly 
to God, that the Bible is his sole rule and guide, hence he must read the 
scriptures for himself. This denied the right of priests and pope to dic- 
tate beliefs, and thus came a new revolution in the church. 

(IV) Note some profound influences upon education which reach 
down to the present day. 

I. Latin and Greek fastened on the schools. Since scholarly learn- 
ing was in these languages, they were made the chief instruments of 
education. 

John Sturm of Strasburg (1538-1582) organized his school in ten 
grades. Latin and the catechism were taught in the first five grades, 
Latin, Greek, and portions of the scriptures in the upper five grades. 
This was the first graded school, and such was what it considered the 
content of education. 

Sturm's model was widely imitated. Celebrated English schools, 
Eton, Rugby, etc., were after this model. Its type appeared in America 
in what were called in New England and New York, "Latin Grammar 
Schools." 



240 Manual for Georgia Teachers 

The universities also became in most part Latin and Greek institu- 
tions. 

There are many men today still clinging to this idear believing that 
it takes Latin and Greek to make the truly educated person. 

2. A second great influence comes from the doctrine of Luther. If 
each one must interpret his Bible, he must learn to read. This leads to 
the idea of universal and compulsory education. Luthef held that to ac- 
complish this the State should assist religion by control of education, 
since the church lacked power to compel and make universal. Thus state 
control, compulsory and universal education are children of the 
Protestant Reformation. Wherever great Protestant leaders com- 
manded wide influence in those days, we find now that through compul- 
sory education ignorance and illiteracy have been banished. 

VL The Modern Period. 

(I) The Seventeenth Century and the Revival of the Scientific 
Spirit. 

J. The spirit of the Renaissance had been literary. The revival of 
natural science and scientific method began with Francis Bacon (1561- 
1626). 

Bacon ridiculed the methods of the Greek and Latin classicists. He 
claimed that the chief aim of all learning should be to benefit the condi- 
tion of man. He advocated scientific knowledge and revived inductive 
method for the study of nature first-hand rather than the study of 
ancient books. 

This gave a new purpose and a new method to education and led to 
new subiect matter, the natural sciences. 

2. The man who tried to introduce in the schools the doctrines of 
Bacon has been styled the first great reformer of modern education. 
This was John Amos Comenius of Moravia (1592-1675). 

He was i teacher who would combine religion, classic literature, and 
natural science, and would "teach all things to all men." 

Since the real objects of nature could not be brought into the school 
rooms, he said that the next best thing was to have pictures of them* 
Accordingly he wrote a text-book called "The Orbis Pictus" (The 
World Illustrated), which was the first school book containing pictures. 

3. His reforms were not readily accepted. Traditional education is 
very stubborn. However, schools appeared in Europe, especially in 
Germany, known as Real Schools. 

In America there sprang up in opposition to the Latin and Grammar 
Schools, the schools known as Academies. There were many of these 
in Georgia. The original aim was to prepare in a practical way for life. 

4. Find out about some of these academies, what they taught, and 
whether they were true to the original aim or were influenced by tradi- 
tion to depart from this aim.. 

5. By this time new languages with their literatures (English, 
French, Spanish, etc.) had developed in Europe, and Latin and Greek 



HiSTOKY AND PRINCIPLES OF EDUCATION 241 

did not have a monopoly. Church services w^ere rapidly passing from 
Latin. The new educational doctrine stressed other things. To main- 
tain their hold, a new doctrine was formulated. This was that the 
study of Greek and Latin disciplined the mind, and that mental dis- 
cipline was the chief object of education. This has been called the 
theory of "Formal Discipline." It let in mathematics as a good study 
for discipline. It was opposed to the merely practical education, ridi- 
culing such as ''bread and butter education." This has held on as one 
of the most stubborn of traditional doctrines. 

(II) Eighteenth Century Education. 

1. The revival now broadens to involve the social in addition to the 
scientific and the classical. 

Traditional government and social order are attacked. It is an age 
of revolutions, in England, in France, and in our own colonies, the 
Revolution of 1776 for social rights and the principle of government by 
the people. 

2. A leading revolutionary spirit was Jean Jaques Rousseau, 1712- 
1778, who inspired the bloody French Revolution and also many of the 
thoughts of Thomas Jefferson, such as that "all men are created equal." 

His most valuable contribution to educational thought led to child 
study as fundamental. He claimed that children must be understood 
and treated as children, and that education must follow the order of 
nature in the development of the child. 

"Punishment must never be inflicted on children as a punishment; it 
ought always to come to them as the natural consequences of their bad 
acts." 

This last thought has been worked out by Herbert Spencer into the 
theory of natural punishments, now quite popular. 

Rousseau's great cry was "Back to nature." 

3. Cite instances where child study has influenced school work. 
Suggest some natural punishments. Discuss the value of such and 

the limitations of the theory. 

4. John Locke of England is another thinker to be studied. 

(Ill) Nineteenth Century Education. 

1. The suggestions of reform and the lines of development are now 
many and complex. This is a most fruitful century. The first great 
tendency was toward "psychologizing education." This grew out of 
Rousseau's proclamation that education was essentially a matter for the 
development of powers implanted by nature in the individual. The 
leading men in this movement were Pestalozzi, Herbart, and Froebel. 

2. Pestalozzi (i 746-1 827), Born at Geneva, Switzerland. 

(i) His first attempt was to organize, on a farm he owned, an 
industrial and agricultural school especially for the children of the poor. 
Children were to work on the farm and at trades part of the day, and 



242 Manual for Georgia Teachers 

at ordinary studies part of the day, both activities considered essentially 
educative. 

He failed in this enterprise, largely due to lack of business sense. In 
a period of poverty following this failure he wrote many things, notably 
two books, "Leonard and Gertrude," and "How Gertrude Teaches Her 
Children." 

(2) His next venture was to take charge, on the invitation of the 
government, of a number of children made orphans by war. An old 
castle at Stanz was turned over to him for this. Here he housed, fed, 
cared for, and taught 80 children with no help excepting one servant. 
He earned here the title, "Father Pestalozzi." 

He had no books, so he had to work out a system of instruction 
entirely unique. He devised lessons in oral instruction, and taught thus 
the geography, arithmetic, language, morals, history, etc. In less than 
a year soldiers returned and drove him out, thus ending these experi- 
ments, but he had hit upon far-reaching reforms leading to object les- 
sons, oral language and number, history stories, and much that we call 
modern. He stimulated primary education by these new methods. 
And, not to be forgotten, he stressed love as the all-transforming power. 
Discipline had been harsh, but Pestalozzi started a reform. 

He was a social reformer also, stressing the care of the weak and 
unfortunate, and we now have schools for orphans, for the wayward, 
for the deaf and blind, hospitals for the insane, etc. These are Pesta- 
lozzian. 

(3) Later at Yverdun he founded and taught in a school to exem- 
plify for the world his methods. This was the beginnirjg for modern 
normal schools, also Pestalozzian. 

3. Herbart (1776- 1 841). 

{i) Herbart was Professor of Philosophy in the German University 
of Konigsburg. This was at the time the most noted chair of philosophy 
in the world. 

He established courses in the philosophical study of education and also 
a school for practice therein. 

To him we are largely indebted for headway in putting education on 
a scientific basis. His doctrine needs to be carefully studied, and lack 
of space forbids an attempt to present this here excepting a few rather 
bare mentions, as follows: 

(2) (a) Sense perceptions furnish the mind. 

(b) New sense presentations are acted upon by former kindred 

experiences thus giving meaning to the new. This is 
called Apperception. 

(c) The mind assimilates what it apperceives. The new must 

be related, or coupled up to the older experiences, or the 
mind does not assimilate. 

(d) If apperception takes place, interest is aroused. Interest is 

many-sided, according to relations set up. 



HiSTOKY AND PRINCIPLES OF EDUCATION 243 

(e) The proper relating of the new to the old gives the idea of 

correlation of studies, history with geography, etc. 

(f) Instruction should be essentially educative along the above 

lines. To make it so, every lesson should be carefully 
planned, considering five formal steps of the recitation. 

a. reparation for what is to be presented. 

b. Presentation of the new. 

c. Comparison of several cases to get the principle. 

d. Generalization, the drawing up of the rule or definition 

of thing taught by prdper principal. 

e. Application, to test and complete. 

(3) Topics for study and illustration: 
The circle of learning. 
Apperception. 
Correlation. 
Many-sided interest. 
Instruction made educative. 
Steps of the recitation. 
Lesson plans. 

The Culture Epoch Theory. 
Moral education the center. 

4. Froebel (1789-1852). Some Froebelian Principles. 

(1) Education must begin with the spontaneous activities of the 
child. (Gave the Kindergarten.) 

(2) The basis of education is the law of unity of all things. (Find 
unities). 

(3) The process of education is development. Education is the 
conscious evolution of the race. 

(Find out what this comprehends.) 

(4) The method of the process is self-activity. Instruction should 
be based upon the interests and natural activities of the child, and 
every lesson should call forth proper activity. 

(5) *rhe school should be an epitome of society, a kind of home- 
democracy. 

5. Herbert Spencer (1820-1903)- 

Before ending a study of nineteenth century educators, Spencer should 
be included, and if possible, his book, "Education, Physical, Intellectual 
and Moral," should be read. It is readable and may be purchased 
cheap. 

(i) Somewhat after Locke he stresses physical education as the 
first necessity. "The first duty to the child is to make it a strong, 
healthy animal." 

(2) But he first raises the question, "What knowledge is of most 
worth?" He formulates the definition, education is preparation for 
complete living. He then examines subjects to see which contribute 



344 Manual for Georgia Teachers 

most to health, happiness, success, and complete living. He concludes 
that the natural and social sciences, including a study of education itself, 
are of first importance. 

(3) He exemplified Pestalozzianism and worked out a theory of 
punishment by natural consequences as a factor for normal education. 

Spencer's influence has been felt in the recognition of a new type of 
culture, in a new standard of educational values, and a new impetus 
given to the scientific tendency in education which had gained headw^ay 
since its beginning with Bacon and Comenius. 

Contrast the new type of culture luith the traditional type. 

Read in history an account of the Industrial Revolution. 

What natural sciences are now taught in elementary schools? 

In high schools? 

(IV.) Socializing Education. 

A sociological view of education has been gradually developing. This 
view has to do with education as preparation for good citizenship, for 
social efficiency in the group, and for the welfare and progress of the 
social group. 

Education thus becomes the agency which directs social evolution 
toward higher and better things. The state as a group needs education 
for its own life and progress. There are many phases of social edu- 
cation. 

I. On political and economic grounds there must be state controlled 
systems of schools which in turn must be state supported. New England 
states developed these in the eighteenth century, but the Southern States 
did not do so until after the Civil War. The Western States are won- 
derfully progressive in this development. 

Preparation for citizenship in the state is an aim of education from 
the political point of view. 

(2) On vocational grounds, education should relate to life's needs. 
There must be learning to earn. A good citizen becomes economically 
independent. Natural social interests and activities may be used to 
hold children longer in school. Vocational education is now rapidly 
coming. Economic preparation is a social aim. 

(3) On humanitarian grounds, there must be schools for defectives, 
for the criminally inclined, for the sparsely settled regions as well as 
the thickly settled, for "all the children of all the people" so that every 
child has his fair opportunity with no favoritism for any classes or 
sections. This is democracy's greatest undertaking. 

A just opportunity for all is another aim. 

(4) Moral and religious education is recognized as fundamental. 
The ancient Greeks, the modern Herbartians, and many others have 
stressed moral education as all important. Religion should be the 
greatest concern of every person. Religion has been the cement binding 
together the elements of all great civilizations, for, with the decay of 
religion came the downfall of the civilization. Certainly then religion 



History and Principles of Education 245 

should be the greatest concern of every state. Whilst the last half cen- 
tury has brought some progress along these lines, we have yet to devise 
the best ways to encompass moral and religious education, the church 
and the state co-operating. 

Religious-moral character is the highest aim. 

VII. Present Tendencies. 

1. Further expansion of the course of study. School studies and 
activities are being more nearly related to life's needs. Rural schools 
are farthest behind in this. 

2. Better correlation of subjects; more scientific measurements. 

3. Better articulation of types of schools. In a few states there is a 
tendency to multiply types, which is a violation of the general tendency. 

4. The recognition of teaching as a profession, setting professional 
standards and awarding adequate professional compensation. In this, 
Georgia is far in the rear. 

5. Vocational schools of all types are gaining ground. 

6. There is more by way of discussion of the value and place of 
moral and religious education. Something better may come of it. 

7. More is conceded for the school plant and its equipment. Teach- 
ers cannot "make bricks without straw." 

8. Schools are consolidating, departmental work is gaining, and 
supervision is accomplishing more. 

9. A fundamental reorganization of school systems is considered with 
high favor. In a haphazard way the system has grown in most states 
to consist of eight elementary grades, four high school years, four college 
years, and three or four more years for a profession. In the South we 
have only seven elementary grades. 

Based upon natural periods of the development of child and youth, 
and upon other strong grounds, the reorganization would give for the 
South six years to the elementary school, three years to a junior high 
school, and two years to a senior high school. It is further recom- 
mended that in central and well supported high schools, two more, or 
junior college, years may be added to the senior high school. 

10. The national government of the U. S. is moving towards extend- 
ing financial assistance to the states for elementary and high schools. 
This is to stimulate the more backward states and to aid in equalizing 
opportunity in all the states of a nation so large and so diverse in 
resources. 

11. The World War exposed many of our weaknesses. Our people 
were found short in literacy and in physical fitness, and, I fear, in 
patriotism and a real conception of democracy. We have come to face 
the reality that education is the soul of a nation and that democracy is 
not yet ideally safe. Too slowly are we coming into a full consciousness 
of the value of education. 



246 Manual for Georgia Teachers 

Supplement. 
Elementary Course for Teachers. 

1. Elementary Psychology and Child Study. 

Human Behavior, Colvin &' Bagby. Macmillan Co. or 
Psychology for Teachers, La Rue. American Book Co. 

2. History of Education. 

See Introduction, this chapter, for list. 

3. Methods in Teaching, Managing, and Organizing. 
Teaching in Rural Schools, Woofter. Houghton Mifflin Co. 
Fundamental Principles of Learning and Study, Edwards. War- 
wick ^ York. 



Special Days 247 



SPECIAL DAYS 



The General Assembly, in the Code of School Laws passed in 1919, 
has required the observance by the schools of the following Special 
Days and in accordance with this action these suggestive programs have 
been prepared for the use of the superintendents and teachers: 

THANKSGIVING DAY. 

Last Thursday in November. 

Suggestive Program. 

If there is sufficient time to devote to this purpose, a most interesting 
occasion can be provided by arranging a short play with the children in 
character dress. Some of the outstanding incidents in the early history 
of the Pilgrim Fathers could be effectively presented. Longfellow's 
poem Courtship of Miles Standish lends itself beautifully to this purpose. 
Instead of this, however, the following exercises may be arranged: 

1. Prayer by the Principal or Minister. 

2. Song by School. 

3. Reading: History of Thanksgiving. 

4. Recitation: The Landing of the Pilgrims. 

The Landing of the Pilgrims. 

The breaking waves dashed high 

On a stern and rock-bound coast, 
And the woods against a stormy sky 

Their giant branches tossed; 

And the heavy night hung dark. 

The hills and waters o'er, 
When a band of exiles moored their bark 

On the wild New England shore. 

Not as the conqueror comes. 

They, the true-hearted, came; 
Not with the roll of the stirring drums, 

And the trumpet that sings of fame. 

What sought they thus afar? 

Bright jewels of the mine? 
The wealth of seas, the spoils of war? — 

They sought a faith's pure shrine! 



248 Manual for Georgia Teachers 

Aye, call it holy ground, 

The soil where first they trod. 
The/ have left unstained what there they found — 

Freedom to worship God. 

— Mrs. Felicia Hemans. 

5. Address by President of Board on topic "Why we should bt 
Thankful." 

UNCLE REMUS DAY. 

December 9. 

Suggestive Program. 

I. Song: Georgia. Prof. Joseph Derry. 

Blest be thy land, fair Georgia, 

From the mountains to the sea, 
The purpose of whose founders was 
. The Opprest from wrongs to free. 

Chorus. 

Then hail to thee, our Georgia, 

For of the "Old Thirteen," 
No brighter star shone ever, 

Or ever shall be seen. 

Not for themselves, but others, 

Was the way their motto ran, 
And in the path of mercy 
Did they early lead the van. 

Our fathers sought the new world, 

With a motive grand and high, 
And faith in God hath ever 

Led our hopes unto the sky. 

And so on strong foundations 

We see stately columns rise, 
As symbols of those virtues 

That our Georgia people prize. 

A soldier guards the portals. 

While a sunburst from above 
Illumines arch and pillars 

With God's all protecting love. 



Special Days 249 

God grant our solons Wisdom, 

Let strict justice hold the scale, 
And Moderation guide the hand 

That must make the law prevail. 

To both her mottoes faithful, 

Will our Georgia ever stand, 
While to our whole great Union 

She pledges heart and hand. 

Joseph Tyrone Derry. 

2. Reading: Life of Joel Chandler Harris. 

Joel Chandler Harris. 

Joel Chandler Harris was born in Eatonton, Georgia, December g^ 
1848, and died at the "Sign of the Wren's Nest," his home in West End, 
a suburb of Atlanta, Georgia, July 3, 1908. He spent several years at 
Eatonton Academy, but left school at the age of twelve to go to the farm 
of Mr. Joseph Turner, nine miles from Eatonton, to learn the printer's 
trade. Most of his training for his future work was gained from the 
books in Mr. Turner's library, and from the negroes on the plantation 
who filled his mind with folk-lore. After the war he worked on 
various newspapers, finally becoming editor of the Forsyth Advertiser. 
Later he was offered a place on the staff of the Savannah Daily News, 
where he remained from 1871 to 1876. In the latter year a yellow 
fever epedemic drove him to Atlanta, where he became a member of the 
editorial staff of the Atlanta Constitution. His literary career began 
with his accession to this position on the Constitution, and continued for 
over thirty years. He retired from the Atlanta Constitution in 1900 to 
devote himself to more permanent literary work. His chief writings 
are Uncle Remus, His Songs and His Sayings; Nights with Uncle 
Remus; On the Plantation; Little Mr. Thimblethinger ; Free Joe, and 
Other Georgia Sketches; Uncle Remus and His Friends; Chronicles of 
Aunt Minervy Ann; Aaron in the Wild Woods; A Little Union Scout: 
Gabriel Tolliver; Tar-Baby and Other Rhymes. 

The Uncle Remus Memorial Association, Mrs. A. McD. Wilson, 
Atlanta, President, is an organization formed for the purpose of pre- 
serving The Wren's Nest as a monument to the writer. Visitors are 
always welcomed. Address communications to the President. 

3. Address: Harris, the Author, by the Principal or Visitor. 

4. Reading: The Wonderful Tar-Baby Story. 

The Wonderful Tar-Baby Story. 

"Didn't the fox never catch the rabbit, Uncle Remus?" asked the little 
boy the next evening. 



350 Manual for Georgia Teachers 

"He come mighty nigh it, honey, sure's you born — Brer Fox did. 
One day atter Brer Rabbit fool 'im wid dat calamus root. Brer Fox 
went to wuk en got 'im some tar, en mix it wid turkentine, en fix up a 
contrashun wat he call a Tar-Baby, en he tuck dish yer Tar-Baby en he 
sot 'er in de big road, en den he lay o£f in de bushes fer to see wat de 
news wuz gwineter be. En he didn't hatter wait long, nudder, kaze 
bimeby here come Brer Rabbit pacin' down de road — lippity-clippity, 
clippity-lippity — dez as sassy ez a jay-bird. Brer Fox, he lay low. Brer 
Rabbit come prancin' 'long twel he spy de Tar-Baby, en den he fotch up 
on his behine legs like he wuz 'stonished. De Tar-Baby, she sot dar, en 
Brer Fox, he lay low. 

"'Mawnin'!' sez Brer Rabbit, sezee, 'nice wedder dis mawnin',* sezee. 

"Tar-Baby ain't sayin' nothin', en Brer Fox, he lay low. 

" 'How duz yo' sym-tums seem to segashuate?' sez Brer Rabbit, sezee. 

*'Brer Fox, he wink his eye slow, en lay low, en de Tar-Baby, she 
ain't sayin' nothin'. 

"'How do you com on, den? Is you deaf?' sez Brer Rabbit, sezee. 
' 'Kaze if you is, I kin holler louder,' sezee. 

"Tar-Baby stay still, en Brer Fox, he lay low. 

" 'Youer stuck up, dat's w'at you is,' says Brer Rabbit, sezee, 'en I'm 
gwine ter kyore you, dat's w'at I'm a gwine open,' sezee. 

"Brer Fox he sorter chuckle in his stummuck, he did, but Tar-Baby 
ain't sayin' nothin'. 

" 'I'm gwine ter larn you how ter talk ter 'specttubble fokes ef hit's 
de las' ack,* sez Brer Rabbit, sezee. 'Ef you don't take off dat hat en tell 
me howdy, I'm gwine ter bus' you wide open,' sezee. 

"Tar-Baby stay still, en Brer Fox, he lay low. 

"Brer Rabbit keep on axin' 'im, en de Tar-Baby, she keep on sayin' 
nothin*, twel present'y Brer Rabbit draw back wid his fis', he did, en 
blip, he tuck 'er side er de head. Right dar's whar he broke his mer- 
lasses jug. His fis' stuck, en he can't pull loose. De tar hilt 'im. But 
Tar-Baby, she stay still, en Brer Fox, he lay low. 

" 'Ef you don't lemme loose, I'll knock you gain,' sez Brer Rabbit, 
sezee, en wid dat he fotch 'er a wipe wid de udder han', en dat stuck. 
Tar-Baby, she ain't sayin' nothin', en Brer Fox, he lay low. 

" 'Tu'n me loose, fo' I kick de natal stuffin' outen you,' sez Brer 
Rabbit, sezee, but de Tar-Baby, she ain't sayin' nothin'. She des hilt 
on, en den Brer Rabbit lose de use of his feet in de same way. Brei 
Fox, he lay low. Den Brer Rabbit squall out dat ef de Tar-Baby don't 
turn 'im loose he butt 'er cranksided. En den he butted, en den his head 
got stuck. Den Brer Fox, he sa'ntered fort', lookin' des ez innercent ez 
one er yo' mammy's mockin'-birds. 

"'Howdy, Brer Rabbit,' sez Brer Fox, sezee. 'You look sorter 
stuck up dis mawnin', sezee, en den he rolled on de groun', en laughed 
twel he couldn't laugh no mo.' 'I speck you'll take dinner wid me dis 
time. Brer Rabbit. I done laid in som calamus root, en I ain't gwine 
ter take no skuse,' sez Brer Fox, sezee." 



Special Days 251 

Here Uncle Remus paused, and drew a two-pound yam out of the 
ashes. 

"Did the fox eat the rabbit?" asked the little boy to whom the story 
had been told. 

"Dat's all de fur de tale goes," replied the old man. ''He mout, en 
den agin he moutent. Some say Jedge B'ar come long en loosed 'im — 
some say he didn't. I hear Miss Sally callin'. You better run 'long." 
— From Uncle Remus Tales. 

5. Song: Old Black Joe. By Stephen Foster. 

Gone are the days when my heart was young and gay. 
Gone are the friends from the cotton fields away, 
Gone from the earth to a better land I know, 
I hear their gentle voices calling, "Old Black Joe." 

(Chorus) 

I'm coming, I'm coming, for my head is bending low, 
I hear those gentle voices calling, "Old Black Joe." 

Why do I weep when my heart should feel no pain? 
Why do I sigh that my friends come not again, 
Grieving for forms now departed long ago, 
I hear their gentle voices calling, "Old Black Joe." 

Where are the hearts once so happy and so free? 
The children so dear that I held upon my knee? 
Gone to the shore where my soul has longed to go, 
I hear their gentle voices calling, "Old Black Joe." 

LEE'S BIRTHDAY. 
January 19, 

Suggestive Program. 

1. Prayer by visiting minister. 

2. Song: Dixie. By Don Emmet. 

I wish I was in de land ob cotton, 

Old times dar am not forgotten, 

Look away. Look away, Look away, Dixie Land. 

In Dixie Land whar I was born in, 

Early on one frosty mornin' 

Look away, Look away, Look away, Dixie Land. 



252 Manual for Georgia Teachers 

(Chorus) 

Den I wish I was in Dixie, Hoora.v, Hooray, 

In Dixie Land I'll take my stand, 

To lib and die in Dixie, 

Away, Away, Away down South in Dixie, 

Away, Away, Away down South in Dixie. * 

3. Reading: LifeT of Lee. 

Robert Edward Lee was born in Stratford, Westmoreland County, 
Virginia, January 19, 1807 and died in Lexington, Virginia, October 
12, 1870. He was a graduate of West Point Military Academy. He 
was appointed second lieutenant of engineers after his graduation in 
1829, and was assigned to duty in Hampton, Virginia. From 1834 to 
1837 he was in Washington, assistant to the chief engineer. He be- 
came captain of engineers after a year in St. Louis, where he was en- 
gaged in superintending the improvement of the Mississippi. He served 
in the Mexican war under General Scott; then for three years was 
stationed at Baltimore, becoming superintendent of the Academy at 
West Point in 1855. At the end of this time he was ordered to Texas, 
to take command of the forces against the Indians. During leave of 
absence he commanded the troops which suppressed the John Brown 
raid in 1859. In 1861 he resigned as Colonel in the United States army, 
and later became commander-in-chief of the Confederate army. Sev- 
eral months after the close of the Civil War, he became president of 
Washington College (now Washington and Lee University). 

— Thompson's History of the United States. 

4. Address: Lee as the model character for boys and girls. 

5. Reading: An incident in the Life of Lee. 

Robert E. Lee, Gentleman. 
From the Blue Book of Stories. 

It is generally agreed that a gentleman is one who is marked by his 
consideration for others and, judged by this standard, Robert E. Lee, of 
all our public men, notably possessed this, as well as the other civic 
virtues. 

Descended though he was from one of the proudest and most noble 
families of the country. General Lee was always marked by sympathy 
and fellow-feeling for people everywhere, particularly for the poor and 
unfortunate. 

On one occasion near the close of the war. President Davis summoned 
him to Richmond for a conference. After it terminated. General Lee 
entered a train going in the direction of his headquarters with the army. 



Special Days 253 

He seated himself near the rear of the coach and was busily engaged 
with the plans and papers which he had been discussing with President 
Davis. The train was crowded and just before it left Richmond, a 
poor woman came down the car trying to find a seat. She had been 
peddling vegetables in the city during the day and was now returning 
to her home. Soiled and begrimed from her work, with her large bas- 
kets on her arm, she was not a very pleasant companion in the estima- 
tion of the handsomely dressed men and women. She went down the 
car, therefore, without receiving any recognition and it looked as though 
she would have to stand up after her day of toil during the passage 
-lome. When she came to the seat which was occupied by General Lee, 
however, he looked up from his papers and saw her plight. Immediately, 
with the unfailing courtesy which marked his whole career, he rose to 
his feet and said: "Madam, I see you are weary. Wont you share 
this seat with me?" The incident was noted by all the passengers and 
many had the grace to blush as they took to themselves the lesson taught 
by their great leader. 

This was not an isolated incident, but was characteristic of his entire 
life and made him the ideal of those Virginians of the Valley — 

"The knightliest of a knightly race. 
Who since the days of old. 
Have kept the lamp of victory, 
Alight in hearts of gold." 

GEORGIA DAY. 

February 12. 

Suggestive Program. 

I. Song by School: Georgia Land. 

Georgia Land. 

(Tune, "Maryland, My Maryland.") 
Love, light and joy forevermore, 
Georgia Land, dear Georgia Land! 
The world finds welcome at thy door, 
Georgia Land, dear Georgia Land! 
Thy star-crowned hills and valleys sweet, 
Their litanies of love repeat. 
And night and morning singing meet; 
Georgia Land, dear Georgia Land! 

Where'er thy loving children roam, 
Georgia Land, dear Georgia Land! 
With thee their hearts are still at home, 
Georgia Land, dear Georgia Land ! 



254 Manual fur (JjiouuiA Teachers 

Where'er the wand'rer's pathway lies, 
In dreams he sees thy blessed sides, 
And hope doth like a star arise, 
Georgia Land, dear Georgia Land! 

Blest be thy holy hills and plains, 
Georgia Land, dear Georgia Land! 
The sunlight, twinkling thro' thy rains, 
Georgia Land, dear Georgia Land! 
God have thee ever in his keep. 
From mountain wall to stormy deep, 
Until upon thy breast we sleep, 
Georgia Land, dear Georgia Land ! 

— Fratik L. Stanton. 
7. Reading: Facts About Georgia. 

Georgia has an area of 59,475 square miles, of which 495 are water, 
and is the largest State east of the Mississippi. There are three dis- 
tinct divisions, north, middle and south Georgia. The highest mount- 
ains are in Towns County, Sitting Bull having an elevation of 5,046 
feet above sea level and Mona 5,039 feet. Stone Mountain, 16 miles 
from Atlanta, is a solid mass of granite, 1,688 feet high. There are nine 
climate belts found in the United States and eight of these are repre- 
sented in Georgia. In the northern part of the State the average July 
temperature is from 75 to 80 degrees and in the southern from 80 to 85 
degrees. The average rainfall is 49 inches, the highest at Rabun Gap 
and lowest at Swainsboro. 

The soil is generally fertile. In the middle section it is usually red 
and in the southern sandy. Texas is the only State in the Union which 
produces more cotton. Georgia watermelons, peaches, sugar cane and 
other agricultural products are widely known. In the southern part of 
the State there are large forests of long leaf pine which furnish ex- 
cellent lumber, turpentine, and resin. The northern section has con- 
siderable mineral resources; gold, iron, aluminum, marble, slate and even 
precious stones are found in several counties. 

The census of 1920 shows a total population of 2,894,683. Largely 
an agricultural State, the majority of her people taking part in this 
industry, Georgia stands in the front rank of the southern States in 
manufacturing. The largest cotton mills are at Augusta and Colum- 
bus, which are near the extremes of the "fall line" which separates the 
middle from the southern section. The largest cities in the State are 
Atlanta, Savannah, Augusta, Macon and Columbus. There are 160 
counties in Georgia. 

3. Address by Principal or Visitor: The Roll Call of Late Georgians. 

4. Essay: Cherokee Rose. 

5. Address by the President of the Woman's Club or Parent-Teacher 

Association. 



Special Bays 255 

WASHINGTON'S BIRTHDAY. 

February 22. 

Suggestive Program. 

1. Song by School: The Star Spangled Banner. Francis Scott Key. 

Ah, say can you see by the dawn's early light, 
What so proudly we hailed at the twilights' last gleaming? 
Whose broad stripes and bright stars thro' the perilous fight, 
O'er the ramparts we watched, were so gallantly streaming, 
And the rockets' red glare, the bombs bursting in air, 
Gave proof thro' the night that our flag was still there. 
Oh ! say does the star spangled banner yet wave 
O'er the land of the free and the home of the brave! 

On the shore, dimly thro' the mist of the deep. 
Where the foe's haughty host in dread silences reposes. 
What is that which the breeze, o'er the towering steep. 
As it fitfully blows, half conceals, half discloses? 
Now it catches the gleam of the morning's first beam, 
In full glory reflected, now shines on the stream, 
'Tis the star spangled banner, oh, long may it wave. 
O'er the land of the free and the home of the brave. 

Oh! thus be it ever when free men shall stand 
Between their lov'd home and the war's desolation, 
Blest with victory and peace, may the Heav'n rescued land 
Praise the Pow'r that hath made and preserved us a nation. 
Then conquer we must, when our cause it is just. 
And this be our motto, "In God is our trust." 
And the star spangled banner in triumph shall wave, 
O'er the land of the free and the home of the brave. 

2. Reading :The Life of Washington. 

3. Address by principal or visitor: The Value of Truthfulness. 

4. Reading: The Story of Washington and the Cherry Tree. 

When George Washington was quite small his father gave him a 
bright new hatchet. He was eager to try its sharp edge and unfor- 
tunately wandered into the orchard anxious to show his skill in cutting 
down trees. There seemed a large number of them and he thought it 
could not be more harmful for him to use his hatchet upon them than 
for his father's workmen to cut dow.'i the great oaks and pines in the 
forest. In a few minutes he had chopped down a young cherry tree 
which scattered the red fruit on the ground in its fall. 

When his father saw that his fine young tree had been ruined, he 



256 Manual for Georgia Teachers 

v/as, of course, very angry. He asked who had done it and said thai 
severe punishment must come to the one who had cut down so fine a 
tree. "Did you do it, George?" asked the father. "Yes," said the 
h'ttle fellow, "I cannot tell a lie, I did it with my hatchet." The shade 
of vexation passed away from his father's face as he smiled at the 
courage and truthfulness of his son, and he said, "I would rather lose 
a thousand cherry trees than for you to tell me a falsehood." 

5. Reading: The Modesty of George Washington. 

ARBOR AND BIRD DAY. 

First Friday in December. 
Suggestive Program. 

1 . Song : America. 

2. Reading: Trees. 

Trees. 

The fact that we of the South are an agricultural people would 
suggest that long ago it would have been wise to give more attention 
to the life about us — the trees, plants, birds and insects — in other words, 
that life generally studied under what is known as Biology. The truth 
is, however, that it is the last to be placed in the curricula of our 
schools and has hardly obtained a good footing as yet except in a few 
instances. There is a practical as well as aesthetic value to this subject 
that is well worth the attention of any man. They are already begin- 
ning to find this the case in some of the older States. Some of tht 
New England Commonwealths, for instance, have "tree wardens" anc? 
one of the duties of these officials is to give attention to the trees within 
their jurisdiction and to place the Seal of State upon those of value 
to the community generally". When this is done even the owner of the 
land cannot touch them with an axe or injure them in any way. 

Those of you who have read Oliver Wendell Holmes will recall his 
division of the trees into classes and how he would gladly take a long 
journey at any time to see a notable specimen. To be among the great, 
its trunk must have a girth of 7 yards at a height of ten feet from the 
ground, and its branches have a spread of more than one hundred feet. 
The truth is, it is a crime against .any community to cut down one 
of these great creations. 

Despite their beauty, however, these monarchs of the forest are als 
the mercy of any silly fool who may wish a little firewood or merely 
desire to test the qualities of a new axe. In a few hours he can destroy 
forever a creation that has been fifty years in growing. 

One reason why the average man does not care particularly for trees 
;s because he has never been introduced to them and interest cannot be 
.aroused except through individual knowledge and recognition. A tree 



Special Days 257 

should be known, just as a man, through individual as well as family 
name. Some good book on the subject, such as Lounsbury's Guide, 
should be read and the effort to make their acquaintance is not only 
worth while but in addition will add pleasure to any walk through 
field or forest. 

The Oak family is the most characteristic perhaps of the hard wood 
trees in this State. Its family name is Quercus — the red oak is Quercus 
rubra, the white oak is Quercus alba. etc. The Hickory is another. 
Its family name is Hicoria and the two leading individuals belonging 
to it with us are Hicoria alba or the white hickory and Hicoria aquatica, 
the pecan. 

Some of the trees have a beauty not only of form but also of flower 
which is rarely observed. For instance the tulip tree — which is com- 
monly and incorrectly called the poplar. High among its branches, 
sometimes a hundred feet from the ground, there is as perfect a tulip 
as any ever grown on a city lawn each spring of the year. The bees 
know the dainty yellow and green flowers and appreciate their perfume 
and pollen even if mankind does not. Of the real poplars we have 
three ordinarily found among us, the silver, Carolina, and the Lom- 
bard, Populus tremuloides, Populus deltoides and Populus d.latata. The 
last of these is a foreigner and came to us about a hundred years ago 
from the Lombard region of northern Italy. The silver poplar is some- 
times called the aspen and is easily recognized from the white under- 
surface of the leaf and the slender tendril which causes it to quiver 
with the slightest breeze. 

Perhaps the most striking tree in the early spring time is the red 
bud, the scientific name which is Cercis canadensis. Its strange ma- 
genta red coloring is seen as the predominant note in any landscape of 
this State early in April. The striking peculiarity is that the colored 
blossoms appear before the leaves and, therefore, it is like an immense 
bouquet without the slightest concealment. Tradition says that it was 
from its branches that Judas hanged himself after betraying his Master 
and that each Easter it blushes for shame and on this account its literary 
name is the Judas Tree. 

History and literature tell of the famous Talking Oak of Dodona, 
notable in classic Greece. 

The great Elm at Cambridge under which Washington stood as he 
took formal command of the Continental Army is reverenced and pro- 
tected by Massachusetts. 

At Hartford the Charter Oak which preserved the written guarantee 
of the liberties of the Connecticut colony has long been famous in the 
history of our country. 

Our own State of Georgia has a curiosity in the shape of the Tree 
that Owns Itself. It is in Athens and has attracted much attention 
In an effort to preserve it the owner, W. H. Jackson, made a deed to 
the tree itself of eight feet of ground on all sides of its trunk. 



858 Manual for Georgia Teachers 

3. Prize Competition: To find one knowing and identifying the larg- 

est number of trees. 

4. Song: Listen to the Mocking Bird. 

Listen to the Mocking Bird. 

I'm dreaming now of Hallie, sweet Hallie, sweet Hallie, 

I'm dreaming now of Hallie, for the thought of her is one thai 

never dies; 
She's sleeping in the valley, the valley, the valley, 
She's sleeping in the valley. 
And the mocking bird is singing where she lies. 

Chorus. 

Listen to the mocking bird, 

Listen to the mocking bird, 

The mocking bird still singing o'er her grave; 

Listen to the mocking bird. 

Listen to the mocking bird. 

Still singing where the weeping willows wave. 

Ah! well I yet remember, remember, remember, 

Ah ! well yet I remember 

When we gathered in the cotton side by side; 

'Twas in the mild September, September, September, 

'Twas in the mild September, 

And the mocking bird was singing far and wide. 

Chorus. 

When the charms of spring awaken, awaken, awaken, 

When the charms of spring awaken. 

And the mocking bird is singing on the bough, . 

I feel like one forsaken, forsaken, forsaken, 

I feel like one forsaken. 

Since my Hallie is no longer with me now. 

Chorus. 

5. Address by principal or visitor: Economic Value of Birds 

MEMORIAL DAY. 

April 26. 
Suggestive Program. 

1. Prayer by Principal or Minister. 

2. Song by School: Soldiers' Chorus. — Gounod. 



Special Days 259 

Soldiers' Chorus. 

Glory and love to the men of old, 

Their sons may copy their virtues bold, 

Courage in heart and a sword in hand. 

Yes, ready to fight or ready to die for Fatherland. 

Who needs bidding to dare by a trumpet blown? 
Who lacks pity to spare, when the field is won? 
Who would fly from a foe, if alone or last? 
And boast he was true, as coward might do, when 
past? 

Glory and love to the men of old, 
Their sons may copy their virtues bold, 
Courage in heart, and a sword in hand. 
Ready to fight for Fatherland. 

3 Address: Georgia Heroes in the Civil and World War. 
4. Recitation : Recessional. 

Recessional. 

God of our fathers, icnown of old — 
Lord of our far-flung battle-line — 

Beneath whose awful hand we hold 
Dominion over palm and pine — 

Lord God of Hosts, be with us yet, 

Lest we forget — lest we forget! 

The tumult and the shouting dies — 
The captains and the kings depart — 

Still stands Thine ancient Sacrifice, 
An humble and a contrite heart. 

Lord God of Hosts, be with us yet. 

Lest we forget — lest we forget! 

Far-called our navies melt away — 
On dune and headland sinks the fire 

Lo, all our pomp of yesterday 
Is one with Nineveh and Tyre! 

Judge of the Nations, spare us yet. 

Lest we forget — lest we forget! 



260 Manual for Georgia Teachers 

If, drunk with sight of power, we loose 

Wild tongues that have not Thee in awe — 

Such boasting as the Gentiles use 
Or lesser breeds without the iXw — 

Lord God of Hosts, be with us yet, 

Lest we forget — lest we forget! 

For heathen heart that puts her trust 
In reeking tube and iron shard — 

All valiant dust that builds on dust. 

And guarding calls not Thee to guard — 

For frantic boast and foolish word, 

Thy mercy on Thy people, Lord ! Amen. 

— Rudyard Kipling 

^ Song by School: The Bonnie Blue Flag. 

The Bonnie Blue Flag. 
We are a band of brothers 

And native to the soil. 
Fighting for the property 

We gained by honest toil ; 
And when our rights were threatened. 

The cry rose near and far — 
''Hurrah for the Bonnie Blue Flag 

That bears the single star." 

Chorus. 

Hurrah, hurrah! 

For Southern rights hurrah! 
Hurrah for the Bonnie Blue Flag 

That bears the single star. 

First gallant South Carolina 

Nobly made the stand; 
Then came Alabama, 

Who took her by the hand ; 
Next quickly Mississippi, 

Georgia and Florida 
All raised on high the Bonnie Blue Flag 

That bears the single star. 

— Harry McCarthy. 

6. Recitation: Bivouac of the Dead. O'Hara. 



262 



Manual fok Georgia Teachers 



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264 



Manual for Georgia Teach f.rs 

MINIMUM STATE COURS 



FIRST 

READER 

CLASSES 



READING 



PRIMARY 
BASAL 



SECOND 
READER 

CLASSES 



Practical SecondRivers 
Reader. 



THIRD 

READER 

CLASSES 



FOURTH 
READER 
CLASSES 



FIFTH 

READER 

CLASSES 



SIXTH 

READER 

CLASSES 



Practical 
Primer and 
Practical First 
Reader. 



Practical Third 
Reader. 



SECONDARY 
BASAL 



Reading Lit- 
erature Primer. 
Riverside First 



ide 
Second Reader, 



WRITING 



ARITHMETIC 



Copying Words, 
and Sentences 
on Tablet. 
Berry's Writing] 
Book I. 



Counting and 
Writing Num- 
bers. No Text 
required. 



Berry's Writing; 
Book n. 



j Wentworth- 

Riverside Tliird Berry's WritingSmith Primary 



iMorey's Little 
Folk's Number 
Book. 



LANGU-AGE 

and 
GRAMMAR 



Oral Language 
Lessons. No 
Text Required 



Reader. 



Practical Riverside 

Fourth Reader. Fourth Reader. 



Book III. 



Book, to pag 
146. 



Oral and Writ 
ten Language 
Lessons. No 
Text Required 



Speaking and 
Writing Book 
by Maxwell, 
Johnson & 
Barnum. 



Berry's Writing 
Book IV. 



Modern Cours< 
in English Boo 
Primary |j^ Part 1, to 
Book Completedp^gg ^.^g. 



Wentworth- 
Smith 



Graded Litera- 
ture Fifth (Riverside 
Reader. Reader. 



I jWentworth- 

Fifth Bei-ry's WritingSmith Inter- 



SEVENTH 

READER 

CLASSES 



Elson's Sixth 
Grade Reader. 



Riverside Sixth 
Reader. 



Elson's Seventh 

Grade Reader. Riverside 

Powell's Spirit ^Seventh Reader Book VII. 

of Democracv. 



Book V. 



Berry's Writinj 
Book VI. 



mediate Book 
to Page 140. 



jModern Course 
|in English Boo! 
jl Completed. 



Berry's Writing 



Wentworth- 
Smith Inter- 
mediate Book 
Comnleted. 



iModern Course 
jin English Bool 
!n to Page 144. 



Wentworth- 
Smith Advanced 
Book Completed 



Modern Course 
In English Bool 
II Completed. 



NOTE. 

1. Rural schools with one and two teachers and short terms are not re- 
quired to use the sixth and seventh grade readers, nor Winslow's Healthy 
Living. 

2. Primary Basal Readers are to be used before the Secondary. 

3. In schools having only one teacher, it may be necessary to alternate 
some studies. 



Course for Elementary Grades 
FOR ELEMENTARY GRADES. 



2G5 



HISTORY AND 
CIVICS 



Obedience, 
Courtesy and 
the other Vir 
tues, Taught by 
Story and Illus- 
tration. No 
Text Required. 



SPELLING 



Hunt's Modern 
Words for Pri- 
mary Grades to 
Page 35. 



Stories of Great 
Men and Wom- 
en. Reproduc- 
tion. No Text 
Required. 



Hunt's Modern 
Words for Pri- 
mary Grades 
Completed. 



Stories of Great 
Men and Wom- 
en. Reproduc- 
tion. No text 
Required. 



Hunt's Com- 
plete Speller to 
Page 62. 



Stories of Great 
Men and Worn 
en. Reproduc 
tion. No text 
Required. 



Evans' First 
Lessons in 
American His- 
tory. 



GEOGRAPHY 



Simple Oral 
Work. 

Home Ge- 
ography. No 
text required. 



Oral Work, 
in Home Ge- 
ography. -No 
text required. 



Oral Work, 
in Home Ge- 
ography. No 
text required. 



PHYSIOLOGY 



Health Talks 
and Physical 
Culture. No 
Text Required. 



AGRICUL- 
TURE 



Nature Study 
and Home Eco- 
nomics. No 
Text Required. 



Health Talks 
and Physical 
Culture. No 
Text Required. 



Nature Study 
and Home Eco- 
nomics. No 
Text Required. 



Hunt's Com- 
plete Speller to 
Page 113. 



Frye's New Ge- 
ography, Book 
I, to Page 112, 
and Georgia 
Supplement. 



Hunt's Com- 
plete Speller to 
Page 142. 



Mace -Tanner 
Old Europe and 
Young America. 
Brooks' History 
of Georgia. 



Evans' Essen- 
tial Facts of 
American His- 
tory and Lapp 
& Brooks' Ele 
ments of Civics' 



Hunt's Com- 
plete Speller 
Page 176. 



to 



Hunt's Com- 
plete Speller. 
Review Entii 
Book. 



Health Talks 
and Physical 
Culture. No 
Text Required. 



Nature Study 
and Home Eco- 
nomics. No 
Text Required. 



Health Talks 
and Physical 
Culture. No 
Text Required. 



Frye's New Ge- 
ography, Book 
Completed. 



Tarr & McMur- 
ray's World Ge- 
ographies, Sec- 
ond Book to 
Page 177. 



Tarr & McMur- 
ray's World Ge- 
ographies, Sec- 
ond Book Com- 
pleted. 



Jones' Keep 
Well Stories. 



Ritchie-Cald- 
well Primer of 
Hygiene and 
Sanitation. 



Nature Study 
and Home Eco- 
nomics. No 
Text Required. 



Nature Study 
and Home Eco- 
nomics. No 
Text Required. 



Winslow's 
Healthy Living 
(Optional). 



Nature Study 
and Home Eco- 
nomics. No 
Text Required. 



Benson & Betts 
Agriculture. 
Southern 
Edition. 



4. Require Composition work, letters, written exercises and declamations 
in connection with the regular lessons. 

5. The School Law requires pupils to take all the studies in their re- 
spective grades. ' Require written examinations. Those pupils of the 
seventh grade who make an average of 75 per cent in the seventh grade 
annual examination, may receive a Certificate. 

M. L. BRITTAIN, 
State Supt of Schools. 

For High School course see High School Section of Manual. 



266 



Manual for Georgia Teachers 



Ourlirif Showing Chiel 

Duties ol State and 

Cnuntv Boards and 

Superintendents 



Membei ol Board. 




Two e)(-o6ficio 
One — not specified 
^_jThr('<- educators 
«- tniii vear% 

— iiSO annually ind 'Ut><'<^^'> 
Rules foi supervision 
State Text- Book Commission 
Court .it Appeals 
Teachers Certificates 
Advisory Board to State Supi 
Fi!i standard tor chartered schools 
At least ]0 years old 
High standing 
Experience and tramir>g. 
Good moral character 

as Executive Secretarv 
as Superintendent 

State 

Vocanonal 
School Laws 
School Funds 



A 



^: 



prescribes torms and reports 
Reports to General Assembly 
Arranges five yea^ census. 
\]ay suspend County Supc 
Prepares Examination Questions 
iirf Jury — 5 in number 

From Differeni districts 
Having education 
Free-holders 
Moral character. 
Tern" — toui years 
Compensation — $2.00 per diem 

Name local tax rate 

Enforce laws 

Disburse funds 

Equip schools 

School Court 

Select texts 

May suspend County Superintendent. 

Consolidate schools 

Elect teachers 

Moral Character 
Votei 

At Itasi high school edutaiion 
J ft in — tour years 

Elected by people for full term — by Bojrd li>i less 
ComprmatU'K — hxcd by Board 

Executive ol Board 
May suspend teachers 
Examine for county license 
Keep records 
Enforces regulations 
Visits schools every sixty days. 
Nominates teachers 
Makes annual report 



Outline of Duties 



267 



Outline of laws 
about bonding-. 




One-fourth voters petiti on Board of Education 
Board fixes amount, denomin ation, rates, dates 
Legal newspaper n otice — weekly 8 weeks. 
Only qualified voters may vote — regi stered 
Managers, cleric* appointed by Ordinary. 
Ordinary furnishes list of voters to managers 

Lists purged by registrars 

Ballots for "School House Bonds" or against 

"School House "Bonds " 

Two-thirds of vote s cast must favor bonds. 
Such two-thirds must be majority of qualified 

voters. 

iiondt sold under usual regulations for county 

bonds. _ 

Proceeds turned over to Board of Education. 
Board may levy 5 mills or less on area affected 

to pay mterest and retire bonds. 



One-fourth voters petition Trustees or Board of 
Education. 

Board fixes amount, denomination, rates, dates 

Board calls election in terms of law 

Board names place of election 

Posts notice of election in three public places 

Ordinary furnishes "a list of qualifed voters 

All voters must be registered and qualified 

Managers. Board of Trustees or three free- 
holders 

Ballots for School Houjp or against School 
House 

Bonds sold in accordance usual regulations. 

Proceeds turned over to Board of Education 



368 



Manual for Georgia Teachers 



Law applies to 



Outline of 
Compulsory laws. 



I Evpry child berwc 
unless exempted 



ages of 8 and 14 — 



Child must attend school 6 months cor' 

tinuously each year 

In district where child resides, unless — 

(a) Child attends some other school or 

(b) has completed seventh grade or (c) 
ts excused temporarily by teacher or prin- 
cipal 

•) Duty of every parent, guardian, or other 
person having charge or control of child to 
cause child ro attend school m jccordance 
with the above 

6 No guardian compelled to send child to 
school out of any other than funds belong- 
ing to the ward or wards 



I For wilful non-compliance — guilty of mis- 
demeanor 

i On conviction fined $10 firsr offense or 
$20 subsequent 

Cnuri may suspend punishment if child im- 
mediaielv enter*, school ;ind complies with 



may be remitted if attendance con- 
regularly 



Attendance to be 
lerrificarr ol teach 

B 



ved by an arrested 
principal 




f chargr 



upon accused ■-* written 
en days before prosecu 



7 Accused may prevent prosecution by givini» 
$S<> bond to Ordinary with security and 
agreeing to comply with law 
Each days failurr to arrend school on pan 
of child aftei serving norice will constitut* 
rt separate offense 



nvestignte attendance 
nstitute prosecutions 

To keep accurate records 
report to Board of Educa- 
tifui. and to note excused 
dbsence^ and reasons there* 
to I 



5 Home Economics Agent, Dem 
onstration Agent or Supr 
may serve as such 

6- Pay. Fines into County Treas- 
ury 



What an Eighth Grade Pupil Should Know ' ?69 



WHAT AN EIGHTH GRADE PUPIL 
OUGHT TO KNOW 



To The Superintendent: 

Teachers, parents, as well as the public generally, have the right to 
be assured with something like certainty as to what definite results 
follow from the time and expense attendant upon the seven or eight 
years of training in the public schools. These years of labor should 
point to clear end and aim, and if they succeed in endowing the future 
citizens of the State with the following qualifications they will amply 
justify all the money and effort expended. 

1. Ability to speak and read the English language with fair accuracy. 

2. Ability to write with fair legibility. 

3. Ability to use the principles of arithmetic in ordinary business 
transactions. 

4. Ability to spell at least the words used in ordinary discourse.. 

5. To know enough geography to appreciate current events, and to 
know something of the nations of the world. 

6. To understand the leading facts of American history, and to feel 
a patriotic pride in the deeds of our fathers. 

7. To know and appreciate the value of physiology and hygiene — 
what it means to have a healthful body and hygienic surroundings. 

8. To know something of the plants, birds, trees and agricultural 
life of the vicinity. 

9. Ability to write a business letter correctly and to be able to give 
intelligent reasons for opinions as to men and measures. 

10, To be honest, trustworthy, obedient, truthful and polite. 



370 Manual i^or Georgia Teach ek^. 



SCHOOL HOUSE CONSTRUCTION 



J. O. Martin, State School Supervisor. 
Miss Elizabeth Holt, Extension Dept., G. N. & I. College. 



In Section 84 of the Georgia School Code is found the following re- 
garding the construction of school buildings: "The construction of all 
public school buildings must be approved by the Superintendent and 
Board of Education and must be according to plans furnished by the 
County School authorities and the State Department of Education." 
Hence three things are plain: 

1. That no community can build a schoolhouse vv'ithout first se- 
curing the approved plans. 

2. That the County Board of Education and the State Department 
of Education must furnish plans. 

3. That the construction of the school houses must be approved by 
the County School Superintendent and Board of Education. 

Therefore this article is written with the view of aiding in the 
hygienic features of school house construction. 

I. The School Site. 

The school should be located in the most accessible place. The 
center of population, intersecting roads, streams and mountains, pos- 
sibilities of transportation, and future enlargement of the building by 
means of consolidation, will necessarily govern the location of the 
building. 

n. The School Grounds. 

In selecting the school site, at least four important things, with refer- 
ence to the grounds, should be taken into consideration. 

(a) Its suitability for play. The grounds should be sufficiently level 
to enable the children to play comfortably and there should be 
ample ground for whatever play activities are needed. Steep hillsides, 
rocky places, gulleys, marshes, etc., do not serve for play-ground pur- 
poses. Undesirable sites are often selected because they are either 
donated or purchased cheaper. The absolute necessity for play in the 
training of the children demands that they have sufficient level ground 
on which to play. 

(b) The size of the lot. No school grounds should contain less than 



School House Construction k'tl 

two acres of land. A one-teacher school demands this much, and 
larger schools demand much more. 

(c) The soil. The soil should be, if possible, gray grave, and sand 
mixture with clay. A site of red soil should be the last to be selected. 
Children can not play in red mud. Aside from this the school room 
can not be kept clean when built on such a spot. 

(d) The drainage. The ground should slope sufficiently to permit 
proper drainage. 

III. The School Building. 

A. Foundation of building. The foundation or under pinnings should 
be made of brick or stone and made strong enough to prevent the 
building from sagging. The spaces between the outside pillars and 
piers should be latticed in order to prevent cold winds from sweeping 
beneath, and to keep out animals. 

B. The School Room: 

I. Light — God said, "Let there be light; and there was light." — 
until men built school houses and shut it out. Since light was necessary 
at the beginning, it is necessary now, if children are to study properly 
and take care of their eyes. 

There are at least five principles that govern the lighting of the 
school room : 

(a) The light should be unilateral; that is to say, it should enter the 
room from one side only. Children read by light that falls on the 
printed page and since a sufficient amount of light can be obtained from 
one side of the room, the danger of eye strain, caused by shadows and 
cross rays admitted by windows on more than one side is avoided. 

(b) The amount of light: the total number of square feet of glass 
per room should equal at least one-fifth of the total number of square 
feet In the floor space. One fourth the floor space would be much 
better. 

(c) The proper orientation: the building should be built so that the 
light may enter the class room from either the east or the west. An 
eastern exposure permits the sun's rays to enter the room early in the 
morning and by ten o'clock the entire room has had a sun bath and the 
sun's rays give no trouble for the remainder of the day. A western 
exposure admits the sun late in the afternoon and the room gets its 
sunning mainly after the school is dismissed. There is but little differ- 
ence in the advantages. One gives the room a sunny cheerful atmos- 
phere early in the day but admits the rays of light in front of the child- 
ren, if they are seated properly facing the south; while the other admits 
the sun over the left shoulder and from the rear. It also enables the 
teacher to place all maps and charts on the north side of the room. 

The northern exposure should never be used for class-room purposes, 
because it is always d?,rk and gloomy and more difficult to heat. The 
sun's rays can never enter the room and thereby give it a sunning for 
sanitary purposes. The southern exposure should never be used. First« 



372 Manual for Georgia Teachers/ 

because the sun's rays are troublesome to those children who sit near 
the windows and hence the shades must be drawn to protect them and, 
by so doing, the light is shut off from those who sit further in along 
the north side of the room, second, because the sun is too high overhead 
to penetrate more than half the room, therefore failing partly in its 
sanitary mission. 

(d) Placing of windows: The bottom of the windows should be at 
least four feet above the floor. This height puts the range of light 
above the eye level of the pupils when seated at their desks. The light 
then falls down on the printed page instead of being reflected up into 
the eyes of the pupils, as it does when the window level is placed below 
the eye level. The pupils of the eyes are then automatically adjusted 
to the light reflected from their books, whereas if the windows were 
lower, the stronger light from the outside, reflected directly into the 
eyes of the pupils, would command an unnatural adaptation of the 
pupils of the eyes, which not only causes physical discomfort but serious 
eye strain as well. LIGHT IS MADE TO SEE BY AND NOT 
TO LOOK AT. 

2. The rear windows should extend to within eighteen inches of the 
rear of the wall if the structure of the building will permit. This 
throws the light from behind all the children when seated at their 
desks and removes possibility of any child's sitting in a line of darkness 
with the light shining in front of him. This fenestration applies to 
any school room regardless of the direction which it faces. 

Some Fundamental Principles. 

1. Adaptability to growth of the school: 

There are a great many school buildings in the State that have been 
added to from time to time with the following results: 

1. Veritable fire-traps. 

2. Great inconvenience for use. 

3. Inadequate lighting system. 

4. Insufficient ventilation. 

5. Unsightly appearance. 

Therefore, care should be taken to plan school houses that can be 
added to as the school grows, logically and economically, without handi- 
capping the working efficiency of the school or the exterior appearance. 

2. Single-story buildings: 

California is famous for her beautiful one-story school buildings. 
The safety of one-story school buildings in case of earthquake was the 
reason for their adoption, and now the beauty of these graceful school- 
houses in contrast with the massive, ill-proportioned many-story build- 
ings of the past has carried their fame abroad. 

Cleveland^ Ohio, where land is costly, is now having all school 



School House Construction 273 

buildings planned on a one-story type. The reason for this was the 
Collingswood School fire in which one hundred and seventy-five school 
children were burned to death. 

Already in Georgia people are coming to realize that there are many 
advantages in the one-story school house, and there are quite a number 
of such buildings in cities, towns, and rural sections. (See cut of Six- 
Teacher Unit-Type Schoolhouse.) 

Consequently, for the following reasons, we urge the single-story 
Unit-Type schoolhouse : 

1. Safety. 

2. Convenience. 

3. Economy. 

4. Beauty of Appearance. 

The economy of the single-story school building consists in the fol- 
lowing points: 

1. Walls not so thick as for the many story house. 

2. Omission of heavy supporting beams between stories. 

3. Omission of stairways. 

4. Omission of fire-escapes. 

5. Construction easier than in the case of many stories. 

6. More easily and economically added to as the school grows 

than is the several-story building. 

3. Adaptability to modern education: 

The modern schoolhouse should be a workshop for many kinds of 
work. We are fast learning that "booklearning" is but a part of edu- 
cation, and that we must train for action as well as for thought — 
that achievement is not the result of thought or action, but of thought 
and action. Therefore, other rooms, the uses of which are equally as 
important as those of the class room and lecture room, must be in- 
cluded to function in the all-around complete development of the child- 
ren and the community as a whole. A minimum of such accommoda- 
tion should be as follows: 

1. Library. 

2. Science laboratory. 

3. Home economics laboratory. 

4. Manual training shop (in separate house). 

5. Music room (separated from class rooms). 

6. Medical examination room. 

7. Coat and lunch room or lockers. 

8. Auditorium. 

9. Principal's office. 

10. Teacher's rest room. 

11. Showers and dressing room. 

The single-story school house plan in our series of Unit-Type Plana 
which we have for use over the State, consists of the following ac- 
commodation : 



374 Manual i^or Georgia Teachers 

1. Class room. 

2. Home-size kitchen which can also be used for other work. 

3. Library, office, dining room, combined. 

4. Corridor with the following uses; 

(i) Coat and hat sections. 

(2) Lunch cabinets. 

(3) Umbrella stands. 

(4) Lavatories. 

(5) Drinking founts. 

(6) Art gallery. 

(7) Play hall. 

This arrangement is in keeping with the prevailing idea that in the. 
well-planned schoolhouse there should be no waste space throughout 
the day. To accomplish this: 

1. In as far as possible, all of the rooms should be so planned and 
located that they can be used for more than one purpose. 

2. The daily schedule should be so arranged that classes will use 

the rooms for various types of work alternately throughout 
the day. 

4. Some important measurements and specifications: 

1. Light in the class-room. 

2. Ventilation. 

3. Physical comfort. 

4. Health conditions. 

5. Conditions for efficient work. 

5. Light in the classroom is controlled by the arrangement of the 
windows and the color of the walls. 

Arrangement of Classroom Windows: 

1. All windows in wall to left of desks. 

2. Windows as close together as possible. 

3. East or West exposures. 

4. Glass area one-fifth floor area. 

5. Front window 9 ft. back from front wall. 

6. Rear window on line with rear desks. 

7. Window sills 4 ft. above floor. 

8. Tops of windows at ceiling line. 

9. Ceiling height one-half width of room. 

10. Dimensions of room — 24 ft. wide; 32 ft. long; 12 ft. 6 inches 

high. 

11. Size of window opening: 24 ft. long; 8 ft. high. 

There should, by all means, be large air-vents in the walls opposite 
the windows to furnish cross-ventilation in warm weather, but no light. 

Color of Classroom Walls and Ceilings. 

The value of the light entering the classroom can be greatly in- 
creased by the color scheme. The principal points to be considered are 
as follows : 



School House Coxstkuction 375 

1. That the lower walls, or the wainscoting, should be of some 

subdued tone, to prevent light from being reflected up into 
the eyes. 

2. That the upper walls and ceiling should be light in tone, to 

reflect the light downwards on the desks. 
Dead white should not be used on the walls or ceiling of a class 
room because it is too glaring in effect. Tones of blue or green should 
not be used because the tendency is to absorb the light instead of re- 
flecting it. Tones of red or orahge should not be used because of their 
irritating effect on the nerves. 

After working a great many experiments through actually paintmg 
classrooms, we have come to the conclusion that the following is the 
most desirable color scheme: 

I. Wainscoting, 4 ft. high, light brown, using Flemish Oak Oil 

Stain. 
a. Walls between wainscoting and picture moulding, very light 
tan, using New Ivory. Also trim of windows and vents. 

3. Ceiling, down to picture moulding, very light cream, made by 
mixing some of the New Ivory in white paint. 

MulUons: The windows should be placed with 12 inch muUions be- 
tween. With proper supports above and studding between, this insures 
sufficient strength and, at the same time, affords space for window 
weights which should always be used where windows are set to slide 
up and down. The muUions should not be wider than one-foot be- 
cause of the shadows that would be thrown across the room and cause 
eye strain. 

Shades: Tan Draper shades, sold by Clanton & Webb Co., Atlanta, 
Ga., are found to be most serviceable. They can be raised from the 
bottom or lowered from the top in order that the light may be ad- 
justed. The ordinary green roller shades are not satisfactory. They 
absorb the light and when drawn they shut out the light from above; 
this should never be done. In this connection let it be said that on 
sunny days shades should be rolled up to the top as soon as the rays of 
the sun have passed beyond the range of the desks and that on cloudy 
days they should never be drawn at all. Too many teachers never 
raise the shades during the day after they have been lowered in the 
morning of a sunny day. This makes the room extremely dark for 
study. HOW LONG WILL IT TAKE TEACHERS TO LEARN 
THAT CHILDREN CANNOT STUDY WITHOUT SERIOUS 
EYE STRAIN UNLESS THEY HAVE ENOUGH LIGHT AND 
GET IT FROM PROPER DIRECTION ? 

Again, if there must be a northern exposure to the school house, why 
have shades over the windows? There is no sunshine to shut out; 
then why use them? They are not only dangerous because of their 
probability of being lowered, thereby shutting out the light where light 



276 Manual for Georgia Teachers 

(on the north side) is most needed, but they are expensive besides and 
do no good. 

Curtains: The ordinary curtains do more harm than good. They 
catch dust and shut out light. If curtains are used at all they should 
merely trim the upper and outer frames of the windows and should be 
laundered when needed. THEY SHOULD NOT SHUT OUT 
THE LIGHT. 

Obstructions: Trees should not be permitted to stand where they 
obstruct the light. Light is more necessary to the child on the inside 
than shade is to the child on the outside. 

Heat: Any building in which a central heating plant is not installed 
should have a jacketed heater in the rear of the room. (Get descrip- 
tion from State Department of Education, Atlanta, Ga.) The jacketed 
heater has several advantages over the hot air stove placed in the center 
of the room : 

(a) It affords even temperature for all parts of the room. 

(b) It gives fresh air to every child all the time and helps to 

solve the problems of ventilation. 

(c) It requires less fuel. 

(d) It affords more space in the center of room for seating 

capacity. 

(e) It lessens danger of fire. 

(f) It gives more strength to the building, since the chimney is 

removed from the overhead ceiling and built on the side of 
the school-house. 

Ventilation: If jacketed heaters are used instead of stoves, the 
problem of ventilation is solved, provided proper window adjustment is 
made. If hot air stoves are used in rooms where the windows are on 
more than one side of the room, ventilation may be obtained by raising 
the windows from the bottom and lowering from the top. When raised 
from the bottom window boards should be used to prevent a draft from 
blowing directly upon the pupils. When there is unilateral lighting, 
breeze windows should be placed above the blackboard, directly oppo- 
site the light windows to give cross ventilation. Unilateral lighting 
means unilateral ventilation, unless breeze windows are provided. 
Children must have fresh air all the time. It is the BREATH OF 
LIFE. 

Cloak Rooms: Each room should have its own cloak room, with 
sufficient space for an individual section for each child's cloak, hat, and 
lunch. The lunch sections should be screened against flies. The 
cloak room serves best when built either at the rear or along one side 
of the class room. This places the doors in the rear of the room and 
leaves the front walls for blackboard space, provided the heater is also 
placed in the rear. 



School House Co^.stuuctjon 277 

Blackboards: All of the available space on the left, front and rear 
of the pupils should be filled with blackboard of the best obtainable 
quality. Hylopate is generally used in the village and rural schools. 
It is a waste of money and time not to furnish the school with good 
blackboard. The standard heights from the floor for setting boards 
are as follows: Primary grades, 20 inches; intermediate grades, 22 
inches; grammar grades, 26 inches; and none over 30 inches. The 
width of the boards should be at least 3 feet, 6 inches; 4 feet would be 
better. Chalk troughs should extend over the entire length of the 
board and should be covered with a removable wire screen. All boards 
should be framed so that the edges can not be mutilated by the children. 
(The boards should be painted with liquid slating when they become 
worn.) 

Floors: The floors should be made of the best material possible and 
should be sub-floored. They should be thoroughly cleaned and oiled in 
order to keep down dust. (One part kerosene and two parts lubricating 
oil is a good mixture.) This preserves the floor also. 

Seats: In every school there should be six sizes of seats: I's and 
2's; 3's and 4's; 5's and 6's. The- seats should be single and in most 
cases, should be fastened to strips instead of to the floor. This makes it 
possible to remove the seats without diflSculty. The rules for placing 
the seats are as follows: 

(a) Rows should consist of seats of one size; 

(b) Desks should overlap seats by at least two inches; 

(c) Smallest seats should be nearest the windows; 

(d) No seat should be more than 30 feet from the front black- 

board. 

The seats should be adjusted to the children instead of adjusting the 
children to the seats, and every child's feet should rest comfortably on 
the floor. 

Rostrums: Do not permit them to be built. They are useless. 

Steeples : Steeples cause leaks and are expensive. 

Doors: For convenience and safety all doors should open outward. 
(All outside doors should be kept locked at night.) 

The Physical Comfort of the pupils to a large extent controls their 
ability to learn. For instance, no one with cold feet can really concen- 
trate their mind on study. The resulting effect on the stare of mind 
and on the circulation of the blood, seriously handicaps attention to the 
work in hand. Therefore, the following points should be carefully 
looked after. 

1. Air-tight floors with felt and sub-flooring beneath them. 

2. Storm sheathing and felt between inner and outside walls. 

3. Sufficient radiation of warm, fresh air during cold weather. 

4. Comfortable seats of suitable sizes. 



278 Manual for Georgia Teachers 

Utility Rooms: There should be as a part of every school building at 
least two rooms besides the class rooms; one, a library and reading 
room, and the other a cooking room. The first is essential, because it is 
necessary to have a separate place in which children may do reading 
and studying from texts and other books than those actually required. 
The second room is necessary on account of the growing tendency to 
supplement the cold lunches brought to school by the children. There 
should be a reformation in the manner in which children eat their noon 
day lunches in most of the schools of the state. It is a little less than bar- 
barous .to allow children to sit on logs, door steps, or the ground, and 
to eat with dirty hands without the care and attention of the teacher. 
The lunch period should be a part of the daily schedule and the chil- 
dren should be seated in an orderly manner in the room where the 
teacher supervises the meal, and if possible serves something hot as a 
supplement to the cold lunch brought by the children. 

Assembly Rooms: An assembly room should be part of every school 
building. This may be used for chapel exercises, physical training, 
school entertainments, community meetings, etc. This is sometimes 
accomplished in part by throwing two class-rooms together. Some- 
times this is done by a solid wall being built between ; this has a central 
space in which are placed two pieces of removable blackboards four feet 
wide, and three feet from the floor. The board is fastened with small 
turn buttons and can easily be removed. 

Toilets: The only sanitary toilet that can be built is the septic tank. 
This when properly attended to, is no care to the school or patrons, and 
in the meantime, the dangers from typhoid, hookworm, and other dis- 
eases are lessened. They are easily constructed at a minim.um cost and 
should be built at every school and home where there is no sewage 
system. (Blue prints may be obtained from the State Department of 
Health, Atlanta, Ga.) 

Wells and Springs: The well or spring should be kept free froni 
surface drainage and foreign substances. The health of the children, 
from the standpoint of typhoid and other germ diseases, demands that 
the water be kept pure and handled in a sanitary manner. (Samples of 
water may be sent to the Engineer, State Board of Health, Atlanta, Ga.) 

Before building or remodelling a school building the County School 
Superintendent should see that the proper plans are obtained before the 
work of construction is begun. Plans may be obtained directly from the 
State Department of Education at any time. Too often school houses 
are built without the aid of any one who knows anything about the 
principles of the hygiene of construction and as a result of such 
methods, we have copies of copies of copies which have been handed 
down to us since the first church houses were built in our country. 

To Recapitulate: The County Superintendents of Schools and the 
State Superintendent of Schools shall furnish all plans for school build- 
Iiigs and the County Superintendent of Schools and the County Board 



School House Construction 379 

of Education shall approve the construction of all the buildings. The 
school should be located at the most suitable place as to convenience, 
centrality of location, play-ground, drainage, etc. The building should 
be planned with reference to future enlargement and consolidation. 
Besides the class rooms, the building should contain, if possible, an 
assembly room and two utility rooms. The under-pinnings should be 
such as to insure the security of the building. The spaces between the 
pillars should be latticed. The school rooms should face either east or 
west, with light entering from one side only; the amount of window 
space in a room should equal at least one-fifth of the floor space; the 
windows should be placed four feet above the floor, nine feet, if possible, 
from the front wall, six inches from the ceiling, and one and one-half 
feet from the rear wall. The paint should be white or cream overhead; 
walls very light cream, baseboards dark brown; standard size of room 
24x32x123/2 feet. Floors should be double and kept oiled. A central 
heating plant should be installed in schools where there are more than 
three teachers; in schools of smaller size jacketed stoves (instead of 
hot-air stoves) should be placed at the rear of the class room. Cloak 
rooms with individual sections for each child should be built for all 
class rooms. All doors should open outward ; the school building 
should have at least two acres of ground which should be level and 
suited for the purposes of play. Toilets should be built over septic 
tanks. The well or spring should be protected from all surface drain- 
age and seepage water. 

Conclusion. 
It is our desire and endeavor to help in as concrete a way as possible 
to have all of the foregoing suggestions carried out in the new buildings 
that will be erected from time to time. 

To help in this, we have certain plans that we will furnish on request. 
There is no State appropriation of funds for the drawing of other 
plans, and if none of the plans that we already have will suit a given 
condition, we will assist in having suitable plans drawn for a minimum 
cost. A part of every building fund could be put to no more helpful or 
economical use than to pay for plans and proper supervision of con- 
struction. Most of the buildings erected in the past show a woeful 
lack of both. 

We have a bulletin on schoolhouse plans that explains in more com- 
plete detail the principles outlined in this article, and we will be glad 
to send it on request. 

We shall be glad to visit your community to help promote interest in 
the matter of better schoolhouse conditions, or to correspond with any 
of your patrons with this in view. 

We are at your service to help in every way possible to promote the 

cause of well-planned and finely constructed schoolhouses throughout 

the State — first, by helping you to show the people what they should 

require in their schoolhouses — second, by helping you and them to get it. 

Write us about your particular problem. 



280 Manual for Georgia Teachers 



SYSTEM OF CERTIFICATION 



The State Board of Education has revised and made many changes in 
the system of certification for the year beginning with January, 192 1. 
In making these changes we have had the aid of Professors Lois Rogers, 
Wesleyan College; T. J. Woofter, University of Georgia; Peyton 
Jacobs, Mercer University; Dr. J. S. Stewart, High School Inspector, 
and the Vocational Supervisors. 

I. LICENSE BY EXAMINATION ONLY. 

These certificates are obtained through the regular State examination. 
This occurs each year after the conclusion of the summer school work. 
The questions are uniform and sent to each county or city superintendent 
from the State Department of Education. After the papers are graded 
the superintendent presents the general averages obtained to the local 
board and this body grants licenses in accordance with the marks 
obtained as shown below. The minutes of the board for future refer- 
ence must show the general averages and the certificates given. 

I. Primary. 

The Primary license is intended for those teachers doing the work of 
the first four classes. There are three grades — i, 2, 3 — for those aver- 
aging above 90 per cent, 75 per cent, and 60 per cent, respectivelj'. A 
license of 1st grade shall be valid for three years, of 2d grade for two 
years, and of third grade for one year. The Primary examination is 
based on the following subjects: Reading, Writing, Spelling, Arith- 
metic (to percentage). Language Lessons and Composition, Elementary 
Geography and the texts of the Teachers' Primary and Elementary 
Reading Course. 

2. General Elementary. 

In addition to the questions for the teachers engaged in primary 
work, applicants for the General Elementary license are required to 
take an examination upon the following subjects: Arithmetic, Gram- 
mar, History (U. S.) and Civics, Geography, Physiology, and Agricul- 
ture. The grades, the respective averages for the same and the periods 
of validity shall be the same as for the Primary license. 

Those teachers who attain first grade, either Primary or General 
Elementary, may renew their licenses on condition of three years' suc- 
cessful experience in teaching and the completion of the reading course. 
(See "Conditions Governing Renewals.") 



System of Certification 281 

Note. — The reading course for 1921 consists of Dresslar's School 
Hygiene, Woofter's Teaching in Rural Schools, and the Manual of 
Methods 

3. High School and Supervisory. 

In addition to the above, provision is made for license to teach in a 
high school through a satisfactory examination passed on any three of 
the following groups, the three selected to include the subjects the 
hoLder of the license is permitted to teach, and the High School and 
Supervisory Teachers' Rural Course. 

(i) Mathematics: Arithmetic; Algebra, through quadratics; Plane 
Geometry. 

(2) English: Grammar; Composition and Rhetoric; English and 
American Literature. 

(3) Science :Agriculture; Physics; Biology (Elementary Physiology, 
Botany, Zoology). 

(4) Languages: Latin, French, Spanish, Greek. Take any two. 

(5) History: Ancient; Modern; English. 

In addition to these three groups elected from the above the exam- 
ination must include school management and methods of teaching high 
school subjects. 

Note. — The questions on school management and methods for 1921 
will be based upon the Manual of Methods, Smith's All the Children of 
all the People, and Rapeer's Consolidated Rural School. 

The examination for these certificates will be held at the same times 
and places as those for General Elementary license, the questions to be 
prepared and sent to the county or local superintendents who will con- 
duct the examinations and issue licenses As in the case of General Ele- 
mentary licenses. 

An average of 90 per cent on all subjects shall entitle the candidate to 
a license of first grade valid for three years; an average of 75 per cent, 
to a license of second grade valid for two years ; and an average of 
60 per cent, to a license of third grade valid for one year. A license of 
first grade may be renewed for periods of three years upon satisfactory 
evidence of three years of successful teaching and upon the completion 
of the prescribed reading course. (See conditions Governing Renewals.) 

Special Examinations. 

At any time Boards of Education have the right to authorize super- 
intendents to give special examinations in cases of emergency through 
which teachers can obtain a temporary license good until the next regu- 
lar State test. 

II. PROFESSIONAL CERTIFICATE. 

The following State Professional Certificates are provided, the same 
to be granted on examination directed by the State Board of Education. 



283 Manual for Georgia Teachers 

4. Professional Normal Certificates. 

(A) A graduate of an approved Normal School of the State o\ 
Georgia, the prescribed curriculum of which extends at least two years 
beyond the high school and the course completed by the graduate to 
include psychology, general and educational, the equivalent of 3 hours a 
week throughout a scholastic year; methods, management and school 
hygiene, the equivalent of 3 hours a week throughout the year; history 
of education, the equivalent of 3 hours a week for one-half the year; 
and observation and teaching, the equivalent of 3 hours a week for 
one-half the year; and who qualifies through examinatl^.n as directed by 
the State Board of Education, shall be eligible for a Professional Nor- 
mal Certificate. 

Examinations for these certificates may be conducted at the said 
Normal Schools as ordered by the State Board of Education, and are 
to be supervised in whole or in part by a State Supervisor of Schools or 
other examiner as designated by the State Superintendent of Schools for 
each year of said Normal Schools, and a certificate granted thereon shall 
be valid for three years, and capable of renewal thereafter for an 
indefinite period of active participation in teaching or supervision, subject 
to regulations of said Board as to attendance upon summer schools, 
normal schools, or colleges, or other regulations for the professional 
growth of the holder. (See also Normal Certificates "A.") 

The general plan for granting these certificates will be as follows: 

At suitable times as directed by the State Superintendent, the desig- 
nated supervisor shall attend the session of the Normal School when 
examinations are in progress, examine the questions prepared for these 
examinations, the grading of any or all the papers of applicants, investi- 
gate their records in the school, and recommend the worthy ones to the 
State Department of Education for the certificates in question. 

Provided, that any graduate of a Normal School now holding a 
diploma covering above conditions and holding also a first grade General 
Elementary license may have the license renewed for three years as a 
professional Normal Certificate, and thereafter indefinitely as above 
described and in accordance with the regulations for such renewals. 

(B) A graduate of the University Summer School of this State shall 
be eligible for a professional Normal Certificate, the same to be granted 
after a plan similar to that provided above for such a certificate. This 
will be valid for three years in schools coming under the direction of 
said Board, and renewable as povided for Professional Normal Certifi- 
cates. 

5. Professional College Certificates. 
(i) College Certificates. 

(A) A graduate having received a Bachelor's degree from an 
approved college of this State and whose course taken includes three 
courses in education preparatory to teaching, supervision, and adminis- 



System of Certification 283 

tration, these courses to be the equivalent of at least 3 hours a week each 
throughout a year shall be eligible for a Professional College Certificate, 
the same to be granted after a plan similar to that followed for Profes- 
sional Normal Certificates, and to be valid for three years in any publii? 
school or system coming under the direction of said Board, and renew- 
able thereafter for an indefinite period of active participation in teaching 
or supervision, subject to regulations of said Board for the professional 
growth of the holder. 

(B) A graduate of a college as before described, except that his 
courses taken did not include three courses in education preparatory to 
teaching, supervision and administration, may, upon passing an accept- 
able examination upon the reading course prescribed for the renewal of 
Secondary Certificates, be granted a Temporary Professional Certificate 
valid for one year and renewable for periods of one year. This may be 
converted into a Professional College Certificate on completion of three 
such professional courses in Summer School, Normal School, or College. 

Note. — Renewal examination for 1921 will be based upon the Manual 
of Methods, Smith's All the Children of All the People, and Rapeer's 
Consolidated Rural School. 

(C) A graduate having obtained a Bachelor's degree from an 
approved college without this State may obtain a Professional College 
Certificate by submitting to the proper authorities a satisfactory exami- 
nation upon the history and geography of the State of Georgia, provided 
the record shows completion of required courses in education ; otherwise 
he may obtain a Temporary Professional Certificate by passing a satis- 
factory examination upon the history and geography of the State of 
Georgia and the reading course for renewal of College Certificates. 

(2) Normal Certificates. 

(A) If the courses completed by the graduate of an approved Nor- 
mal School include, in addition to those prescribed under "A" of Pro- 
fessional Normal Certificates, two full courses of college grade of 3 
hours a week throughout the year for two years in each of two subjects, 
the certificate granted shall be valid also for three years in high school 
grades of schools coming under the direction of said Board and renew- 
able thereafter for three year periods. 

(B) If the courses completed by the graduate of the University 
Summer School include four subjects of college grade, or acceptable 
courses not previously included in the high school courses of the gradu- 
ate, the certificates granted' shall be valid also for three years in High 
School grades of schools coming under the direction of said Board and 
renewable for three year periods. 

6. For Teachers Now m Service. 

(A) A teacher now engaged in the work who has received a Bache- 
lor's degree from an approved college, and who presents satisfactory 



284 Manual tor Georgia Teachers 

evidence of successful teaching for three years in this State, and further 
satisfactory evidence of progress through attendance of at least one ses- 
sion upon summer school, normal school or college, may obtain a Profes- 
sional College Certificate upon the same basis as provided for renewal of 
such certificates. 

Note. — Renevv^al examination for 192 1 will be based upon the Manual 
for Georgia Teachers, Smith's All the Children of All the People, and 
Rapeer's Consolidated Rural School. 

(B) A teacher now engaged in the work who is a graduate of an 
approved institution of lower grade than an approved standard college, 
and who furnishes satisfactory evidence of successful teaching for three 
years and of progress through attendance upon at least one session of 
summer school, normal school, or college, may be granted a Professional 
Normal Certificate upon the basis of the renewal of such a certificate, 
this certificate to be valid for three years and renewable for periods of 
three years. 



Flan for Teacher-Training Classes 285 

PLAN FOR TEACHER-TRAINING. CLASSES 
IN HIGH SCHOOLS 



The shortage of teachers and the inability of the normal schools and 
other higher institutions to supply the demand, forces upon the State 
Department the duty of arranging a plan for Teacher-Training in the 
high schools, beginning with the school year, 1920-1921. 

It is a very real fact that a large per cent of the high school graduates 
now go into the common schools to teach — twelve out of twenty in one 
year in the Rome High School. Their work would be more helpful if 
they had received some professional training. Many states have found 
such Teacher-Training Courses advantageous, and a large proportion of 
their instructors are trained in these high school classes. 

This course will give the high school itself greater influence in the 
community, because it meets a real need and it will have a good effect 
upon the entire school life of the communitj% As will be seen by 
Section 8 of "The Plan," the provisional certificate properly encourages 
further progress and training at Normal School or College. 

The Plan. 

1. High Schools desiring to qualify for such classes must make appli- 
cation on official blanks for recognition. 

2. The high school must be a four-year school, duly accredited. 
Teachers of this course must be approved. 

3. It must have a library (including at least thirty reference books 
on teaching); a laboratory; courses in home economics; and physical 
training must be given. 

4. Provision must.be made for practice teaching and observation. 

5. There will be a uniform course for these classes, given during the 
fourth j^ear of the High School to occupy no less than one-fifth of the 
time, with extra work on nine Saturdays. Pupils should be at least 
seventeen years of age. One unit's credit will be allowed this course 
towards graduation. 

6. The work of these classes will be supervised by the State Depart- 
ment: The professional work should be taught by one of the High 
School teachers, but in practice teaching, the instructor should be assisted 
by the Principal of the elementary school. 

7. The final papers in the Teacher-Training Course should be cor- 
rected by the Teacher and sent to the State Department with the final 
record of the pupil in all studies of the High School completed for 
graduation. 

8. On the pupil's completing the High School and the Teacher- 
Training Course, the State Department will issue a provisional license 



286 Manual for Georgia Teachers 

to teach in the public schools of the State, good for two years. This 
license may be renewed either by the completion of three courses at the 
State Summer School or one term's work at Normal School or College, 
or the regular examination upon the Reading Course. City Training 
School pupils, through state inspection and examination, may secure this 
provisional license. 

The Course of Study for Teacher-Training Class. 

Fourth Year — First Quarter: September, October, November. 

Theory : 

A Study of "The Science and Art of Teaching," LaRue, The American 
Book Company. 

There should be frequent observations and tests in the school grades 
to illustrate the text, and the principles should be applied constantly 
during the second and third quarters' work. 

Second Quarter: December, January, February: Practice. 

Study of the State Manual, with observations and practice teaching of 
the various subjects with groups and whole grades. 

Third Quarter: March, April, May: Review Course. 

A review with intensive study of advanced Arithmetic, Grammar, 
Geography, and Amercian History and Civics. There should be review 
of the year's Teacher-Training Course in this last month. Students will 
be given administrative duties in supervising children; practice in making 
out reports, schedules, programs, lesson outlines; in presiding over meet- 
ings and assisting grade teachers. 

In the second or third quarter, there should be observation and prac- 
tice work, if possible, in a rural school, with the approval of the County 
Superintendent and teacher. 

The above presents the plan for the Provisional High School Certifi- 
cate: (A) High School graduation plus (or including) one unit in 
education. 

Same credit and certification will be given for any class in approved 
college or for three months of approved summer course, or for term in 
normal school. 

In addition, the Provisional College Certificate may be secured on the 
basis of (B) High School graduation plus two one-year standard college 
courses in each subject to be taught, and at least one course in education. 
Valid for two years and renewable on same conditions as (A) for each 
additional year of work accepted by a standard college toward its degree. 

Note. — Work done in normal school must be of college grade. Work 
of a "junior college" will be accepted if the institution be a member of 
any college association in which the standards for membership are sub- 
stantially the same as those of the Association of Colleges and Secondary 
Schools of the Southern States. 



Plan for Teacher-Training Classes 287 

Life Certificate. 

Three years' successful experience in teaching and the Master's degree 
from an approved University, provided it includes an approved one-year 
course in Education, w^ill entitle the teacher to a Life Certificate issued 
under the regulations of the State Department of Education. 

7. Special Subject Certificates. 

These certificates may be granted for three year periods to those candi- 
dates w^ho desire to teach a special subject only, technical in character, 
and who have made special preparation for the work. The certificate 
will entitle the holder to teach or to supervise the special subject. The 
applicant should have scholarship the equivalent of that for graduation 
from approved high school, and should have training in the specialty 
and in science and art of teaching. The following subjects are classed as 
special: Domestic Science and Art, Vocal Music, Manual Training, 
Physical Education and Drawing, Kindergarten, Commercial Branches. 

8. Certificates From Other States. 

A teacher holding a certificate granted in another state, this certificate 
the equivalent of a certificate granted in the State of Georgia, may be 
granted the equivalent certificate, provided the teacher presents satisfac- 
tory evidence of moral character and passes a satisfactory examination 
upon the history and geography of the State of Georgia. 

Conditions Governing Renewals. 

A progressive course of re.iding and study shall be prescribed each year 
by the State Board of Education as a basis of renewal of certificates of 
each type or group renewable. Renewals may be obtained through an 
average of 75 per cent attained in the examination on the proper courses 
of reading and study, or through courses completed in summer school, 
normal school, or college, and approved by the said Board as the equiva- 
lent of reading courses by way of professional growth. As a general 
rule, every holder of a renewable certificate should attend at least one 
session of some summer school, nornia! school, or college, within the 
life-time of the certificate. 

Where Valid. 

A professional certificate issued by the State Department of Education 
in accordance with foregoing provisions shall be valid in any county in 
the State of Georgia in schools coming under direction of the State Board 
of Education. 

Certificates for Vocational Te.achers. 

In Vocational Agriculture, Trade and Industrial and Home Economics 
Education, the certification of teachers is authorized by the State Board 
for Vocational Education as follows: 



288 Manual for Georgia Teachers 

A. Agriculture. 

Graduates with the B. S. degree from the Georgia College of Agricul- 
ture, or any other institution of equal rank, who have had the prescribed 
professional courses, together with the practical experience required, will 
be granted professional certificates as teachers of vocational agriculture 
and home economics. 

Graduates of schools of technology, or men who have had three years' 
special training in shop work, will be granted certificates as teachers o^ 
shop work in agricultural schools. 

Teachers who have had the required amount of successful farm ex- 
perience, and who are engaged in some line of farm production, will be 
granted special certificates as instructors of Part-time Courses in agri- 
culture. 

Negro. 

Graduates of approved agricultural schools offering a two years' course 
in agriculture, or men of practical farm experience, supplemented with 
successful experience in teaching or Extension work, will be granted 
certificates as teachers of agriculture for Negro schools. 

B. Trades. 

Graduates of the course of Industrial Education at Georgia School of 
Technology, or of any other institution of equal rank, who have had the 
required amount of practical trade experience, will be granted profes- 
sional certificates as teachers of the trades for w'^hich they are prepared 
to teach. 

Graduates of the Department of Industrial Education, Georgia Schoo' 
of Technology, or of other institution of equal rank, who have had con- 
tact with one or more trades will be granted professional certificates as 
teachers of related subjects. 

Teachers who have had the required amount of trade experience and 
have completed the professional work as outlined in the State Plan, will 
be granted special certificates enabling them to teach their particular 
trade or the related subjects for the trade. 

C. Home Economics. 

Graduates of the full four year Home Economics course at the State 
College of Agriculture or of institutions of equal rank who have had the 
required amount of practical experience will be granted professional cer- 
tificates in Vocational Home Economics. 

D. Temporary Vocational Certificates. 

Teachers not meeting these qualifications will be certified temporarily 
on the basis of success in teaching and further yearly study toward the 
approved four-year course. 

Temporary certificates will be granted to part-time and evening class 
teachers who not having the required professional experience but having 
■a large practical experience demonstrate their ability to teach successfully. 



Standard Rural County School 289 



THE STANDARD RURAL COUNTY 
SCHOOL 



To THE County Superintendent: 

Educational results and good teaching generally are not often secured 
in a shiftless-looking building in which neither patrons, pupils, nor 
teachers take any pride. Indefiniteness has been removed at this point 
through the standard school. In the larger towns and cities pressure of 
public sentiment and the comment of visitors will sooner or later force 
good educational conditions — and they are improving constantly. Rural 
communities need to be shown and inspired by educational leaders and 
we have sent diplomas to more than two hundred county schools where 
the superintendents have certified to the fact that they have measured up 
to the standard in every particular. There are a number of localities in 
the State where the- feeling is that no community in the county is able to 
bring its school up to these very reasonable requirements. I cannot help 
but think that this is a mistaken view and that some standard schools 
could be secured in every county in Georgia and that these would serve 
to inspire the others to progress. Superintendents have written that the 
use of this efficiency test has developed more progress in the past 12 
months than for years previous in the way of improvement. The plan is 
of no value, however, where it is not used or applied and I earnestly hope 
we will have the effort at least of every superintendent in the State to 
have his county represented on this roll of honor. The list will be pub- 
lished in the next Annual Report. The standard is not unreasonably 
high and no more than the Georgia parent has the right to expect. 
Copies should be posted in every county school room in the State and can 
be secured for this purpose at any time on application to the State De- 
partment of Education. To be entitled to a diploma a school should 
measure up to the standard in the following particulars: 

Report of School 

Teacher 

Visited 192 .... 



290 



Manual for Georgia Teachers 



I. 

The Teacher. 

Good Teaching. 

Good Order and Management. 

First Grade Certificate. 

Full, Neat, and Accurate School 

Register. 
Daily Program posted in 

Room. 
Teacher's Manual on Desk. 

II. 

Grounds. 

Good Condition. 
Playgrounds. 
School Garden. 

Two Separate Sanitary Clos- 
ets. 

III. 

Building. 



6. Cloak Rooms. 

7. Good Doors with Locks and 

Keys. 

8. Clean and Well-Kept. 

IV. 
Equipment. 

1. Patent Modern Desks. 

2. At least 20 Lineal feet of 

Blackboard per Room. 

3. Building Comfortably Heated 

and Ventilated. 

4. Framed Pictures on the Wall. 

5. Dictionary, Maps and Library. 

6. Sanitary Water Supply. 

V. 

Associated Activities. 

t. Corn, Canning, Pig, Poultry, 
Cooking Club, or Parent- 
Teacher Club. 



Painted Outside. 
Plastered, or Ceiled 



and 



Painted. 
No Leaks. 
Windows without Broken 

Panes. 
Proper Lighting. 



VI. 

Salary of Teacher. 
At least $60 per month. 
VII. 
Term. 
At least seven months. 



I hereby certify that 

in charge, is up to the standard req 
the seven heads prescribed. 



school, teacher, 

uired for a certificate under each of 



Date 



Superintendent of County Schools 



EDUCATIo^'AL Tests ^91 



EDUCATIONAL TESTS (ADAPTED) 



In the past, too little attention has been paid to measuring the results 
of teaching. It is important that the work of the schools be carefully 
checked up, in order that we may know how high the average of the 
grade is; which pupils are above and which are below, that average. It 
is not claimed that the Standard tests are infallible but it is claimed that 
pupils can be rated with more fairness and accuracy by means of tests, 
than by means of marks representing the judgment of one teacher. 

In making use of tests, the observer should have the following points 
well in mind: 

A. What classes in the various grades SHOULD BE ABLE TO 
DO, and how to obtain from Standardized Tests the Standard to which 
the AVERAGE pupils of a certain grade ought to measure up. 

B. To use the Tests properly, that is, to be able to test a certain 
class and ascertain whether its average is equal to, below, or above the 
Standard. 

In this connection, it should be said that the most important products 
of education may be grouped under the head of ATTITUDES, and 
tests do not, of course, measure these products, the products themselves 
being intangible in nature. Tests as yet can measure only the mechan- 
ical aspects. 

Many things enter into the making of a single test, and for that reason 
too much importance should not be placed on data which is the result 
of one test. No final conclusion as to the standard of the class or to 
that of an individual member can be drawn from such a source alone. 

Among other factors that affect the result of a test are these: 

(i) The person giving the test (stranger or regular teacher), the 
type of person (quiet, effective, etc., or otherwise). 

(2) "Atmosphere" of the room (tense or calm). 

(3) Presence of others in the room (the superintendent, visitors). 

(4) Whether children know they are being tested. 

(5) Time of giving test (near beginning of day, or near end). 

(6) Condition of child (unwell, tired, hungry, phj'sically de- 

fective). 

(7) Weather (humidity, heat, barometric pressure, dismal day 

or bright). 

(8) Room (lighting, heating, ventilation). 

(9) Home conditions (worry, sorrow). 

(10) Food (Sufficient, suitable). 

(11) Dissipation (conscious or unconscious). 

(12) Social conditions of life outside of school. 



292 Manual for Georgia Teachers 

(13) Attitude toward work (indifferent, interested). 

(14) Disturbances diverting attention from work in hand. 
Notes should be taken on the above, so that in considering the results 

of the test, the factors named may be given whatever weight is due 
them. Unless this is done, it will hardly do to use the results of the 
test in formulating a policy of dealing with one child or with a group of 
diildren. Tests are seldom made under ideal conditions. 

The observers and demonstrator, working under the teacher-trainer, 
must study the tests until they can state what ANY CLASS for which 
the test is intended should be able to do. in TERMS OF THE TEST. 

In ordering tests, ask for directions for scoring and tentative stand- 
ards. The standards are often given on the same sheet with the test, but 
sometimes they will be found on a separate sheet. For this purpose the 
following tests are much used: 

(a) Standardized Reading Tests: 

(l) Grav's Oral Reading Test. W. S. Gray, University of Chicago, 
Chicago, III. 

(») Fordyce's Silent Reading Scale. University Pub. Co., Lincoln, 
Nebraska, 

(3) Kansas Silent Reading Test. Kansas State Normal School, Em- 
poria, Kans. 

(5) Monroe's Silent Reading Tests. Public School Pub. Co., Bloom- 
ington. 111. 

(5) Thorndike's Visual Vocabulary Scale. Bureau of Publications, 
Teiichers College, Columbia University, New York City. 

(b) Standardized Arithmetic Tests. 

(1) Courtis's Standard Research Tests in Arithmetic, Series B. S. A. 

Courtis, 82 Eliot Street, Detroit, Michigan. 

(2) Woody's Arithmetic Test (Series A). 

(3) Monroe's Standardized Reasoning Test and Monroe's Diagnostic 

Tests. W. S. Monroe, University of Illinois, Urbana, 111. 

(4) Cleveland Survey Arithmetic Tests, Pub. School Pub. Co., Bloom- 

ington, 111. 

(c) Standardized History Scales — 

(i) Hahn's History Scales. H. H. Hahn, Wayne State Normal 

School, Wayne, Nebraska. 
(2) Harlan's Test of Information in American History. Bureau of 

Cooperative Research, University of Minnesota, Minneapolis, 

Minn. 

(d) Standardized Writing Scales — 

(1) Ayres' Writing Scale (Gettysburg Edition). Russell Sage Foun- 

dation, New York City. 

(2) Thorndike's Writing Scale. Bureau of Publications, Teachers Col- 

lege, Columbia University, New York Citj'. 

(3) Palmer Standards (Grades i to 8). The A. N. Palmer Company, 

Palmer Building, Cedar Rapids, Iowa. 

(e) Standardized Geography Scales. 



Educational Tests 293 

(i) The Hahn-Lackey Geography Scale (Grades 4 to 8). Hahn- 
Lackey, Wayne State Normal, Wayne, Nebraska. 

(2) Courtis's Standard Tests in Geography for States and Important 
Cities of the U. S. S. A. Courtis, 82 Eliot St., Detroit, Mich. 

(f) Standardized Spelling/ Scales. 

(i) Ayres' Spelling Scale. Russell Sage Foundation, New York City. 
(2) Monroe's Time-Sentence Spelling Test. W. S. Monroe, Univer- 
sity of Illinois, Urbana, 111. 

(g) Standardized Composition Scales — 

(i) The Willing Composition Scale. Bureau of Educational Re- 
search, University of Illinois, Urbana, 111. 

(2) Starch's Punctuation Scale. Daniel Starch, University of Wiscon- 

sin, Madison, Wis. 

(3) Charters' Diagnostic Test in Language and Grammar. Bureau 

of Educational Research, University of Illinois, TJrbana, 111. 

(4) Hillegas' Composition Scale (Nassau Edition). Teachers Col- 

lege, Columbia University, New York City. 



294 Manual for Georgia Teachers 



SCHOOL LIBRARIES 



Dr. Jos. S. Stewart. 



Who will see to it that all our Georgia schools are supplied with 
books? 

Since the last Manual was written, 500 libraries have been added to 
the schools and 100,000 books purchased. This is good. There are still 
however, many white and colored schools without books. 1970 white 
elementary schools and 129 colored schools now have their libraries. Do 
the school people get the meaning of this? 

It is idle to argue the value of a library to the school and community. 
This surely needs no argument now — certainly not in a teachers manual. 
The question concerning us is, how shall the 11,751 elementary schools be 
supplied with library books? 

I. In the first place, county Boards of Education must be brought to 
realize that the rural school library is as much a part of the school 
equipment as desks black-boards, stoves and text books. 

No school should be called a standard school that does not have a dic- 
tionary, maps, and a library. This is the highest official authority for 
the county board. No high school can get any credit or receive any 
special State aid without a well equipped library. 

II. Over 38 states in the Union are appropriating funds every year 
for rural school libraries. Georgia can not solve the problem without 
such aid from the school funds. Beginning with January, 1921, every 
county is required to levy a school tax. Let the county board, from the 
very beginning, set aside from one to two per cent of this county local 
tax for library purposes. The county board, in fixing the school budget 
should set this fund aside for disbursement during the year as indicated 
later. This county library fund each year will be the nucleus for library 
expenditures. Without this county aid, the county will fail to organize 
the rural school libraries. This is fundamental. 

III. The county School Superintendent should appoint at the begin- 
ning of the year, a teachers committee of five on libraries to act with him 
in library matters. This committee should report once a moath to the 
county teachers and to the public through the county papers. The com- 
mittee should acquaint the public with the present status of library devel- 
opment, plans for improvement and all actual progress made by any 
school or by the county as a whole. 

Probably In most counties at present, the activities of the committee 
will be three fold: 



School Libraries 395 

(a) The establishment or enlargement of libraries in the larger 
counties and better constructed school houses. 

(b) The selection and distribution of books for the smaller white 
schools, usually called traveling libraries. 

(c) Similar libraries for the colored schools. 

IV. Part of the county school library fund should be set aside for 
traveling libraries as indicated above and part as aid for local school 
libraries. The county funds should be matched, dollar for dollar, by 
private contributions. The white people should contribute for white 
schools and the colored people for those of their schools. People can be 
educated to contribute to school libraries as easily as to "rem.ote causes." 
The trouble is, that the teachers do not put the proposition clearly before 
them. Why should not gifts to the school library for use of all the 
children appeal to citizens? No aid should be given from county funds 
to a local school library that is not matched or doubled by the local 
school. 

Regulations should be drafted safe guarding the books when bou-ght 
and providing for careful selection of the books from approved lists. 

One of the difficulties of rural work is the transportation of books to 
and from the library. The Fitzgerald Public Library has adopted a 
parcel post system. 

The traveling library books are put in canvas bags, made to accommo- 
date 15 or 20 books and sent to the schools and returned by parcel post, 
or boxes are made and the books packed and retained in these at the 
school. In this case they are distributed by other means than parcel 
post. Begin distribution, if with only a small number of libraries and 
enlarge as the demand and funds increase until there will be enough to 
keep one at every small school all the time. The Junior High School 
centers should in every case be the local library centers and in many 
cases, books might be distributed to the five or six related, one and two 
teacher schools from these centers. 

The location of the traveling libraries may be In the County Superin- 
tendent's office or in the library of the County High School. The school 
librarian attending to the distribution of the sets in the latter case, the 
Superintendent in the former case. In a few counties the county library 
might serve as a distributing center. The plan of sub-centers at the 
Junior H. S. might also be considered. 

The local school library should be provided with good book cases, 
which can be made by the boys or by a local carpenter. These should be 
in a room that can be locked or the cases should be locked. The library 
committee can make rules governing the loaning of books. These rules 
should be adopted by the county board as the board is a partner in the 
library and must see that the pubh'c funds are not wasted. The books 
are to be used, at the same time the public is to be protected and the 
pupils taught to take care of the books, even if fines are necessary. A 
strict Inventory should be made at the beginning and end of each school 
year and those responsible for the library held accountable. The care of 



296 Manual for Georgia Teachers 

the library is an administrative one. Where the school house is not 
safe, a nearby home could be used to keep the traveling sets. 

V. Book lists and prices can be secured from the State Library 
Commission, State Capitol, or from Mrs. Wilbur Colvin, Atlanta, Ga., 
who has been chosen to supply library books or from the admirable sug- 
gestions under each chapter in this manual. Those desiring an outline 
for speeches and papers on the library are referred to the old manual, 
pages 233-238. 

VI. Before proceeding to establish a county system of school libraries 
it will be well to correspond with the State Library Commission, of 
which Miss Charlotte Templeton, is Secretary. Through such corre- 
spondence cooperation with the local library, if one exists, may be had 
and much valuable information may be gained. 

The State Library Commission began active operation in January, 
1920, and should mean much to the library and educational interests of 
the state. A secretary is employed who will gladly give expert advice in 
all library matters, — such as the selection of books, system of records, 
care of books, etc. The Commission is new and its collection of books 
will, of necessity, grow slowly, but it is preparing to supply individual 
borrowers with books along special lines as w^W as to send out small 
libraries to schools which have no libraries of their own nor access to 
any public library. If the Coriimission can serve j^ou along the lines 
indicated, do not hesitate to ask its help and it will meet your wishes as 
far as its resources will allow. 

VII. By systematic organization, county and local aid, wise publicity, 
and constant use by pupils, teachers and patrons, the school authorities 
can provide the sense that Franklin spoke of to the 11,751 elementary 
schools now demanding help and can brighten, quicken and make happier, 
hundreds of thousands of children. 

Joseph of old stored up grain in times of plenty for the lean years, 
and saved the nation. May ;:ot all resolve that we will give to the 
youth of Georgia the riches stored in library books in the schools of the 
state? Who doubts that many leaders will come from these to bless 
the state? 

The National Education Association speaks as follows about: 
Libraries in Education. 

I. All pupils in both elementary and secondary schools should have 
ready access to books to the end that they may be trained: 

(a) to love to read that which is worth while 

(b) to supplement their school studies by the use of books other 
than textbooks 

(c) to use reference books easily and effectively 

(d) to use intelligently both the school library and the public library. 



The Teachers' Library 297 

THE TEACHERS' LIBRARY 
(with a questionnaire or a personal survey for each teacher.) 

1. Check with the letter A in the following list the name of each book 
in your own library. 

2. Check with the letter B the name of each book you have read during 
the last five years. 

3. Check with the letter C the name of each book easily accessible to 
you in your school or teachers' library. 

4. Check with the letter X the name of each book you think desirable 
and practicable to have put in 3-our teachers' library this year. 

5. Consult with your superintendent and co-workers for the purpose of 
enlarging or organizing a teachers' library. 

6. Is your heart in your work? 

Are you familiar with the latest books in your line of work? 
The good teacher is a growing teacher, sometimes learning more in 
service, by experience and by studying books, than some others learn 
at college or summer school. 

7. Every teacher, however broad his work may be, should specialize 
on some particular line of work; it may be grade work or high 
school work or departmental work. The teacher can advance most 
rapidly when he begins to concentrate his attention toward the 
mastery of some definite line of work. 

What is your specialty? 

How many books have you on this subject in your personal library? 
Do you know how to find the books you need in your work and in 
your specialty? 

8. Are you growing in skill and power and reputation as a teacher? 
Can you afford to neglect the wonderful help and inspiration you 
can gain from teachers' periodicals and books? 

9. Order a new magazine or book now and exchange with some of 
your co-workers. Ask them to join you in this co-operative effort 
for your mutual good. 

Every teacher ought to read a new book every month. Are you 
doing so? You owe it to the children, to your school, to the tax 
payers, to yourself. 

10. Do not lose this list of books. I hope it will be suggestive and 
helpful to my fellow teachers in Georgia. I believe the most effective 
way to improve our educational work is to encourage more love for 
reading and a more skillful and a greater use of books in school and 
out of school. 

Let us have better schools by the better use of better books by 
teachers and pupilr,. 



Manual for Georgia Teachers 






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GEORGIA 

1923 READING COURSE FOR TEACHERS 

Primary and General Elementary 

1. Manual for Georgia Teachers, County Super- 
intendent, free. 

2. Everyday Pedagogy (Lincoln), Ginn & Co., 
Atlanta, $1.10, postpaid. 

3. Acquiring Skill in Teaching (Grant), South- 
ern School Book Depository, Atlanta, $1.36, post- 
paid. 

High School and Supervisory 

1, Manual for Georgia Teachers, County Super- 
intendent," free. 

2. Every Teacher's Problems (Stark), Am. Book 
Co., Atlanta, $1.48, postpaid. 

3. Methods of Teaching in High Schools (Par- 
ker), Ginn & Co., Atlanta, $1.80, postpaid. 



LIBRARY OF CONGRESS J| 



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